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The Resource A study of algebra 1 students' use of digital and print textbooks, by Amanda Thomas
A study of algebra 1 students' use of digital and print textbooks, by Amanda Thomas
Resource Information
The item A study of algebra 1 students' use of digital and print textbooks, by Amanda Thomas represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri Libraries.This item is available to borrow from all library branches.
Resource Information
The item A study of algebra 1 students' use of digital and print textbooks, by Amanda Thomas represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri Libraries.
This item is available to borrow from all library branches.
 Summary
 This case study employed qualitative methods to investigate how students in two Algebra 1 classrooms, taught by the same teacher, used print and digital formats of a commercially published Algebra 1 textbook during a chapter about linear functions. Activity theory framed the study, functioning as a tool to understand how students use textbooks in classroom contexts. Data analysis focused on clips of student textbook use, recorded from hatmounted video cameras worn by students. Clips were supported by stimulated recall interviews in which students elaborated on textbook use. Findings indicate that students used a small proportion of the textbook resources and features, regardless of textbook format. In both classes, students viewed the textbook primarily as a source for homework exercises, and textbooks use was predominantly teacherdirected. Students tended to engage with the teacher and peers while using print textbooks, while the class using the digital format remained mostly silent during textbook use. The digital textbook included interactive features, but those features were rarely used. Nonetheless, students in both classes expressed preferences for digital textbooks. Implications of the study suggest that strategic use of textbooks, regardless of format, is not automatic for students and that classroom teachers play an important role in how students use textbooks. In order to capitalize on the potential that digital textbooks offer for integrating mathematics curriculum with technological learning tools, students must not only understand how to use these powerful resources, but also have a motive to engage more deeply with the mathematics conveyed in the materials
 Language
 eng
 Extent
 1 online resource (xii, 248 pages)
 Note

 "A Dissertation Presented to the Faculty of the Mathematics Education Program at the University of MissouriColumbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
 Dissertation Supervisor: Dr. Barbara J. Reys
 Vita
 Label
 A study of algebra 1 students' use of digital and print textbooks
 Title
 A study of algebra 1 students' use of digital and print textbooks
 Statement of responsibility
 by Amanda Thomas
 Title variation
 Study of algebra one students' use of digital and print textbooks
 Language
 eng
 Summary
 This case study employed qualitative methods to investigate how students in two Algebra 1 classrooms, taught by the same teacher, used print and digital formats of a commercially published Algebra 1 textbook during a chapter about linear functions. Activity theory framed the study, functioning as a tool to understand how students use textbooks in classroom contexts. Data analysis focused on clips of student textbook use, recorded from hatmounted video cameras worn by students. Clips were supported by stimulated recall interviews in which students elaborated on textbook use. Findings indicate that students used a small proportion of the textbook resources and features, regardless of textbook format. In both classes, students viewed the textbook primarily as a source for homework exercises, and textbooks use was predominantly teacherdirected. Students tended to engage with the teacher and peers while using print textbooks, while the class using the digital format remained mostly silent during textbook use. The digital textbook included interactive features, but those features were rarely used. Nonetheless, students in both classes expressed preferences for digital textbooks. Implications of the study suggest that strategic use of textbooks, regardless of format, is not automatic for students and that classroom teachers play an important role in how students use textbooks. In order to capitalize on the potential that digital textbooks offer for integrating mathematics curriculum with technological learning tools, students must not only understand how to use these powerful resources, but also have a motive to engage more deeply with the mathematics conveyed in the materials
 Cataloging source
 MUU
 http://library.link/vocab/creatorName
 Thomas, Amanda
 Degree
 Ph. D.
 Dissertation note
 Thesis
 Dissertation year
 2013.
 Government publication
 government publication of a state province territory dependency etc
 Granting institution
 University of MissouriColumbia,
 Index
 no index present
 Literary form
 non fiction
 Nature of contents
 dictionaries
 http://library.link/vocab/relatedWorkOrContributorName
 Reys, Barbara
 http://library.link/vocab/subjectName

 Mathematics
 Mathematics
 Label
 A study of algebra 1 students' use of digital and print textbooks, by Amanda Thomas
 Note

 "A Dissertation Presented to the Faculty of the Mathematics Education Program at the University of MissouriColumbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
 Dissertation Supervisor: Dr. Barbara J. Reys
 Vita
 Bibliography note
 Includes bibliographical references (pages 203217)
 Carrier category
 online resource
 Carrier category code
 cr
 Carrier MARC source
 rdacarrier.
 Content category
 text
 Content type code
 txt
 Content type MARC source
 rdacontent.
 Control code
 872588673
 Extent
 1 online resource (xii, 248 pages)
 Form of item
 online
 Media category
 computer
 Media MARC source
 rdamedia.
 Media type code
 c
 Other physical details
 illustrations, charts.
 Specific material designation
 remote
 System control number
 (OCoLC)872588673
 Label
 A study of algebra 1 students' use of digital and print textbooks, by Amanda Thomas
 Note

 "A Dissertation Presented to the Faculty of the Mathematics Education Program at the University of MissouriColumbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
 Dissertation Supervisor: Dr. Barbara J. Reys
 Vita
 Bibliography note
 Includes bibliographical references (pages 203217)
 Carrier category
 online resource
 Carrier category code
 cr
 Carrier MARC source
 rdacarrier.
 Content category
 text
 Content type code
 txt
 Content type MARC source
 rdacontent.
 Control code
 872588673
 Extent
 1 online resource (xii, 248 pages)
 Form of item
 online
 Media category
 computer
 Media MARC source
 rdamedia.
 Media type code
 c
 Other physical details
 illustrations, charts.
 Specific material designation
 remote
 System control number
 (OCoLC)872588673
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