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This study examines a unit involving ratios appearing in the Desmos and Illustrative Mathematics (IM) e-textbooks at grade 6 for the presence of technology tasks and how technology is used in those units. Specifically, we build on a framework used by Sherman and Cayton (2015) to examine the role of mathematical action technology (MAT) as amplifier or reorganizer to solve individual problems or examine relationships. We found that MAT was typically used as a moderate level amplifier in both textbook units. MAT in the Desmos unit was not designed to be used to solve more than one specific problem while MAT in the IM unit did not include multiple representations. Neither e-textbook unit asked students to use MAT to develop and test conjectures.

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An Investigation of the Use of Technology in Two U.S. Middle School E-Textbooks

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Jon D. Davis,
  • Nicholas E. Witt

摘要

This study examines a unit involving ratios appearing in the Desmos and Illustrative Mathematics (IM) e-textbooks at grade 6 for the presence of technology tasks and how technology is used in those units. Specifically, we build on a framework used by Sherman and Cayton (2015) to examine the role of mathematical action technology (MAT) as amplifier or reorganizer to solve individual problems or examine relationships. We found that MAT was typically used as a moderate level amplifier in both textbook units. MAT in the Desmos unit was not designed to be used to solve more than one specific problem while MAT in the IM unit did not include multiple representations. Neither e-textbook unit asked students to use MAT to develop and test conjectures.