Shi Qi Lim
Pronouns: she/her
Research Mentor(s): Vilma Mesa
Co-Presenter:
Research Mentor School/College/Department: School of Education / Education
Presentation Date: April 20
Presentation Type: Poster
Session: Session 4 – 2:40pm – 3:30 pm
Room: League Ballroom
Authors: Shi Qi Lim, Saba Gerami, Vilma Mesa
Presenter: 101
Abstract
This study focuses on the utilization of three dynamic, open-source, and open-access mathematics textbooks by students and instructors in three undergraduate courses: calculus, abstract algebra, and linear algebra. We used student and teacher open-ended log data (biweekly surveys) from four linear algebra, one abstract algebra, and one calculus course taught by 6 instructors in Spring and Fall 2021. The instructors and their students were asked to review the visual representation of their textbook viewing (heatmaps), pick a date when they used their textbook, elaborate why they were using the textbook on that day, and specify which parts of the textbook they were using. We coded 12 instructor and 152 student responses to these questions, using a codebook that was previously used to characterize student textbook use based on an instrumental approach (Rabardel, 2002). Some examples of the frequently mentioned reasons by students for choosing a specific date to use the textbooks include homework being due the next day, practicing for upcoming assessments, and enhancing understanding of the materials taught in class. Students reported taking actions such as: re-reading certain chapters, looking for examples, looking up definitions and theories, and taking notes. Instructors only reported dates when they used the textbooks to plan their lessons or to prepare for office hours. This study provides insights into how college mathematics instructors and their students use their textbooks for teaching and learning mathematics and how textbooks can support them in doing so.
Social Sciences
