ERIC Number: ED420523
Record Type: RIE
Publication Date: 1998-Apr
Epistemological Messages Conveyed by High School and College Mathematics Textbooks.
Mathematics textbooks embody a particular set of assumptions about mathematics or the mathematics intended for students at a particular level. An epistemological analysis of textbooks can provide some context for understanding, for example the difficulties many students encounter when moving from high school to collegiate mathematics. In this study, it is considered how typical precalculus, calculus, and analysis texts treat the topic of continuity. It is found that these texts send conflicting messages about the purpose and use of mathematical definitions. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).