Document Type

Thesis

Date of Degree Completion

Summer 1970

Degree Name

Master of Education (MEd)

Department

Education

Committee Chair

William Floyd

Second Committee Member

Dale R. Comstock

Third Committee Member

Daryl Basler

Abstract

There is on the market a wide range of contemporary mathematics textbooks available. Textbooks approach mathematics differently and there is a variation in terms of the amount of time allocated to a topic, the development of elementary concepts and laws of arithmetic, and the amount of drill and repetition. The sequential development of the texts follows closely, but the scope and content differ significantly. Specifically, it is the purpose of this study to determine if there is a significant difference between series, as opposed to those in another mathematics series, in the variables of attitude and achievement. The two textbooks used in this study approach the teaching of arithmetic in a different manner, even though both are considered contemporary mathematics textbooks.

Share

COinS