Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Investigations textbooks for second grade addition and subtraction we noticed many similarities
as well as differences. The content present in both textbooks relates to the second grade TEKS
111.4.b.4.B, add up to four two-digit numbers and subtract two-digit numbers using mental
strategies and algorithms based on knowledge of place value and properties of operations,
as well as 111.4.b.4.C, solve one-step and multi-step word problems involving addition and
subtraction within 1,000 using a variety of strategies based on place value, including algorithms.
We were able to examine that although the information provided was the same, it was presented
Analysis
In this section we discuss two areas that differentiate between Investigations and
EnVisions related to their content, as well as two areas related to instruction of their content. Our
discussion is done through the lens of the Teaching and Learning Principles from the Principles
and Standards of School Mathematics, and how well each of the four areas aligns with these
Content variables
As we examined the content variables of structural organization and depth and breadth of
content we can notices that there were several differences in these areas in both textbooks.
Structural organization.
observing the Investigations textbook. The textbook is bound as a softcover spiral and is split
into 9 units per grade which are called investigations, further broken down into sessions. The
sessions include key points and explain in detail the introduction, activities, assessments, daily
practice, ways to differentiate instruction, and extended notes for teaching. One way that this
textbook aligns with the Teaching and Learning Principles is through the idea of choosing
worthwhile mathematical tasks. The book is laid out in a way that helps the teacher determine
how to begin the lesson, the steps to follow, and various areas that could prompt strong
discussion or extended explanations over a specific concept. Each section of this textbook
supports the teacher, as they must make decisions for their students through providing various
textbook. The EnVisions textbook covers twenty topics that connects across higher and lower
grade levels. These topics are divided into specific lessons that are intended to be taught daily.
The structure of the EnVision lessons topics usually follows a format such as: explaining the big
students, and an assessment. The structure of this textbook particularly aligns with the Teaching
and Learning Principles in the area of articulating content across various grade levels. According
to the Teaching and Learning principles, “Such guidance requires a well-articulated curriculum
so that teachers at each level understand the mathematics that has been studied by students at the
previous level and what is to be the focus at successive levels” (Principles for School
Mathematics). The EnVision textbook aligns with this idea because it is structured in a way that
supports materials that have been previously learned and provides a solid ground for more
content, we can notice that each investigation is connected and focused on a number of sessions.
These sessions review previous concepts and provide the opportunity to build off of these
concepts. Although the building of content emphasizes the breadth of the content, we also
believe that the textbook provides many examples and potential ways to explain or solve a
problem which emphasizes the idea of the depth of content. The depth and breadth of the
information both provide tactics that can help to improve and strengthen the understandings of
information for students which aligns with the learning principles. The Learning Principles
classifies the value of the materials as, “Well-connected, conceptually grounded ideas are more
readily accessed for use in new situations” (Schoenfeld 1988). Presenting material in ways that
expand across various grades as well as by providing multiple strategies for solving
mathematical problems better equips students to solve unfamiliar problems in the future.
EnVisions. As we look through the various aspects of the EnVisions textbook, we can
notice that there is significantly more breadth to the content that depth. The content of Envisions
includes various topics with several different lessons (average of about seven) with the intent that
one lesson will be taught each day. The topics cover a large variety of content areas in order to
help students connect the information to past and future mathematical information. The lessons
often teach a few strategies, but often focus on the larger picture instead of the many other
strategies that could be used for students to solve. Because of this, we would consider the
EnVisions textbook to rely on more breadth of the content rather than the depth. This focus on
the breadth of the content relates to the Teaching and Learning Principles based on the idea that
curriculum should span across the various grades. By providing content that is versatile for the
learning of various grades it helps teachers to create lessons that can teach information that can
Instructional variables
In regards to the instructional variables for each textbook, the use of assessments and
small group work discriminate the most between the two textbooks.
approximately 50-60% of class time. This book relies heavily on the interaction and cooperation
between students in small groups, and students primarily learn through discussion,
investigations, and workshops. Teachers are often a guide throughout sessions, allowing students
to make sense of mathematical content on their own but still providing scaffolding and support
when needed. Because students engage in most of their learning through cooperative groups or
discussion, the teacher is able to constantly observe and understand the students as individual
learners. Small groups allow students to learn the mathematical concepts in hands-on and
engaging ways through the activities and workshops presented in the textbook. For example, a
session on counting cubes and pattern blocks utilizes a math workshop. This is completely
student-driven, so the teacher is given a chance to allow the students to develop initial
understanding of the concept of counting on their own while the observing the processes students
are using to make sense of the concepts. This workshop method also helps students apply the
arithmetic.
EnVisions. In contrast, the EnVisions textbook allows for small group work 20-30% of
class time. This book instead focuses mostly on individual learning and enrichment and is based
primarily on state standards and assessments. Activities in lessons are done in small groups and
allow students to work cooperatively, but there is not much discussion or interaction between
students outside of this activity time. The use of small group work in this textbook allows
teachers to set up a supportive classroom learning environment, as they guide students in almost
every step of their learning. However, this textbook fails to provide a challenging environment
for learning, because it doesn’t combine understanding with the mathematical concepts it
presents. For example, in a lesson on joining, this textbook presents multiple opportunities for
students to practice but most learning is either done with the whole class or independently. This
doesn’t allow for students to interact and learn from each other’s thinking, and it does not allow
Assessment.
textbook utilizes informal assessments through ongoing observations of how students are
working and their ability to explain mathematical concepts. In addition, the assessment activities
included in lessons allow teachers to informally see the progression of student understanding.
Each Investigation and unit ends with a final assessment to test students’ knowledge of the
investigations. Assessments in this textbook primarily aid to determine priorities for teachers and
assess work of students. Assessments adhere to the Teaching and Learning Principles by
allowing teachers to consistently keep track of students’ progress through informally assessing
them as lessons progress. For example, in the lesson on counting cubes and pattern blocks
discussed before, there is a section specifically labeled “Ongoing Assessment”, for teachers to
reference during the math workshop. This section outlines specific areas of growth teachers
should be looking for in their students as the workshop takes place, allowing teachers to
EnVisions. The EnVisions textbook uses assessment in a vastly different way, as most
assessment in this textbook is done formally through worksheets, tests, and homework. The
beginning and end of each lesson includes a TEKS Review, which is set up in the same format as
the state assessment. This gives teachers a way to see how well students understand the concept
before beginning the lesson, and a way to see how well they understood the lesson afterwards.
Throughout each lesson, worksheets are used which helps teachers visually see students’
thinking process. This textbook also has sections at the end of each unit to assess student’s
assessments and classify them according to ability level, whether “intervention”, “on level”, or
“advanced”. This helps teachers evaluate their teaching and constantly seek improvement in their
Conclusion
Through examining both the Investigations and EnVisions textbooks for their content and
instructional variables, we have been able to see characteristics of each that enhance student
learning according to the Teaching and Learning Principles. Although both textbooks possess
similarities in content, their different methods of instruction make their value in the classroom
very different.
References
CONTENT VARIABLES
Characteristics Common Characteristics
Unique to Characteristics unique to
Investigations enVisionMath
Structural Organization
Depth/Breadth of Content
When are students expected to have mastery of the subject? (end of day, end of
month, next semester, etc.)
Presentation of Content
Worked-Out Examples
Definitions/Rules
INSTRUCTIONAL VARIABLES
Characteristics Common Characteristics
Unique to Characteristics unique to
Investigations enVisionMath
Instructional Model
Teacher’s Role
Students’ Role
Use of Tools
Assessment
Homework
Homework comes from Daily homework allows for Homework is in the form of
activity book. practice covered in the worksheets modeled after
lessons. state assessments.