Difference: TextbookCoding (63 vs. 64)

Revision 642017-02-27 - DickFurnas

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Textbook Coding

Background:

Six textbook series, CME, CPMP, DM, Glencoe, IMP, and UCSMP have been examined, scoring each and every question for the mathematical concepts involved as well as the "Cognitive Behavior" required to address the question in the context in which it appears in the textbook. A total of 63,174 questions have been scored across all series and a total of 86,895 topic codes assigned. Each question was evaluated by two people who met, discussed and reconciled any discrepancies in their assessments. Results reported here are based on their reconciled scorings.

Discussion and images below may not reflect the most recent versions available. Check the dates of the attachments, typically the most up-to-date downloadable stable output will be found in Compressed Zip archive seriesTextbooks.zip.

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NEW! Also available is a Dropbox page with access to recent working output which may be viewed without downloading the entire .zip file. This output may be even more recent than the seriesTextbooks.zip file.
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NEW! Also available is a web page with access to recent working output which may be viewed without downloading the entire .zip file. This output may be even more recent than the seriesTextbooks.zip file.
  All PDFpdf output files are vector graphs which can be zoomed to see more detail.

Table of Contents

Consolidation!

  • :ods: seriesData.ods: Spreadsheet with Reconciled data from All series: CME, CPMP, DM, Glencoe, IMP, UCSMP; each in a separate sheet.

Analysis Resources

Word Clouds for Cognitive Behavior and other Aspects:

CogBehOther_WordCloud.png

Applying has such a dominant role in all series, that omiting it from the analysis highlights the distinctions among series more emphatically

CogBehOther_WordCloudNoA.png

Cognitive Behavior

These Pie Charts provide an overall summary of the three types of Cognitive Behavior: Knowing, Applying, and Reasoning.

CogBeh_PieChart.png

The graph below, based on the idea of a Ternary Plot or Composition Plot, provides another way to summarize the three types of Cognitive Behavior: Knowing, Applying, and Reasoning. This presentation:

  • Shows the Pie charts given above as well as a chart for each textbook in the series.
  • Scales each pie chart acording to the number of questions represented
  • Positions each pie chart in a way that makes visual comparisons much more accessible.
The three corners of the plot represent each of the Cognitive Behaviors: Knowing, Applying, and Reasoning. Each corner of the triangle represents 100% for that feature. The side of the triangle opposite each corner represents 0% and spreads the remaining two features along it. To help characterize the triangle in terms of the more familiar pie charts, a background of small pie charts shows the underlying "Landscape" of how the large triangle portrays the proportions. It also helps you to read off approximate values for a position in the chart since there is a row for each 10% change in proportion. There is also a small pie chart in the center of the large triangle, locating equal proportions for all three features. Each textbook series is represented in the plot by a pie chart with its position representing all texts within the series as well as a pie chart for each of the (up to three) volumes in the series, represented by .1, .2, .3 in the label.

Beneath the graphic is a narrative highlighting some observations which this presentation makes particularly accessible:

TernaryPlotPies.png

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From the plot, showing 17 pie charts, their location on the plot shows, for example, that CPMP consistently involves more reasoning and that the "orbit" of the series starts with a comparative emphasis on reasoning, shifting towards knowing in year 2 and then moving to applying in year 3. Glencoe and UCSMP have very little reasoning and move from knowing to applying from book 1 to book 2. CME, in contrast, moves away from applying and knowing towards more reasoning in going from year 1 to year two. The central white tirangle represents compositions with no clear majority. Each colored triangle indicates majority representation of the associated Cognitive Behavior. All textbooks in all series lie in the top triangle, indicating that they devote more than half of their questions to Applying.
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From the plot, showing 17 pie charts, their location on the plot shows, for example, that CPMP consistently involves more reasoning and that the "orbit" of the series starts with a comparative emphasis on reasoning, shifting towards knowing in year 2 and then moving to applying in year 3. Glencoe and UCSMP have very little reasoning and move from knowing to applying from book 1 to book 2. CME, in contrast, moves away from applying and knowing towards more reasoning in going from year 1 to year two. The central white triangle represents compositions with no clear majority. Each colored triangle indicates majority representation of the associated Cognitive Behavior. All textbooks in all series lie in the top triangle, indicating that they devote more than half of their questions to Applying.
 

Other Aspects

Other_BarChart.png

Content

Contents were coded using a numerical taxonomy. Here are Word Clouds for the numerical codes:

Content_WordCloud.png

and Pie Charts to summarize at a higher level

Content_PieChart.png

with associated Legend

Content_Legend_PieChart.png

Word Clouds at the higher level

  • By Number

Content_WordCloud00.png

  • By Name
    Content_WordCloudNamed.png

Timeline Graphs

Timeline Graph for Cognitive Behaviors:

CogBeh_Timeline_Graph.png

CME Algebra 1&2 [CME]

CME_Timeline_Graph.png

Core Plus Mathematics Program [CPMP]

CPMP_Timeline_Graph.png

Discovering Mathematics: (Advanced) Algebra [DM]

DM_Timeline_Graph.png

Glencoe Algebra 1 & 2 [Glencoe]

GA12_Timeline_Graph.png

Interactive Mathematics Program [IMP]

IMP_Timeline_Graph.png

University of Chicago School Mathematics Project [UCSMP]

UCSMP_Timeline_Graph.png


-- DickFurnas - 2009-09-18

Attachments

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