A Curriculum Analysis of Texts in a Developmental Mathematics Course at a Caribbean University

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Abstract

Two recent trends in mathematics education concerning curriculum following the COVID-19 pandemic are the availability of open-access textbooks and the digitalization of curricula. This curriculum analysis looks at the content of a digitalized open-access textbook used in developmental mathematics courses and supplementary curriculum resources developed in-house at the University of the Virgin Islands. The analytical framework determined if questions were flexible or open-ended, the relevance of application questions to students, and whether questions focused on conceptual understanding or procedural fluency. Our analysis highlights the shortcomings of both texts as the texts lack open-ended questions and focus mostly on procedural fluency.

Authors

• Diana Bowen, University of the Virgin Islands

• Carissa J. George, University of the Virgin Islands