Comparison of Visual Representation Choices for Teaching Probability in U.S. High School Math Textbooks (Poster 14)

• In Event: AERA Poster Session Thursday 9:50 a.m.
  In Poster Session: Mathematics Learning Supports and Interventions

Abstract

Mixed effects have been found on math problem solving by visual type. Pictorial images, which focus on mathematically irrelevant details of problem stories, are linked to impaired problem-solving performance. Diagrams, which outline the abstract mathematical relations of given problems, are associated with greater solution success. This study compared choices of visual types for representing probability problems in popular textbooks designed for the regular (Common Core) vs. advanced (AP Statistics) high school math curricula. Regular-curriculum textbooks used pictures for visualizing probability problems significantly more often than AP textbooks, while the latter show limited use of pictorial representations and almost always visualize problems with diagrams. Discrepancies found in visual aid design between textbooks shed important light on standard math instructional material design.

Authors

• Kirsten Denney, Tarleton State University

• Ashlyn Seifert, Tarleton State University

• Eileen Faulkenberry, Tarleton State University

• Chenmu Julia Xing, Tarleton State University