An Analysis of Algebra Workbooks

Abstract

Every biennium sees the appearance of some new idea or device in the educational field. Intelligence tests, achievement tests, the project method, contract schemes to individualize instruction, the socialized reci tation?all of these and many others have passed through the stages of enthusiastic acceptance or use, critical evaluation, and finally a proper placing in the realm of things educational. Of late, great interest has been evident in the preparation and use of workbooks and other supple mentary class material. We are passing through the stage of enthusiastic acceptance and use. The purpose of this present investigation is to ex amine critically the contents of nine algebra workbooks to determine the amount of drill material included under the various topics recommended as desirable for the ninth-grade or first-year course in algebra. It is, of course, realized that algebra consists of more than incessant drill upon mechanics?the particular aspect treated in this study. Prob lems, for example, and algebraic symbolism, do and should receive atten tion in a first-year course. Moreover, certain phases of the subject hav ing peculiar social utility?the graph, the formula, and the equation? receive attention in the workbooks. Analyses of the treatment of all these phases of first-year algebra have been made and will form the basis for future articles. If, by means of workbooks, mastery of the mechanical skills can be acquired more readily and more quickly, time may be saved for wider applications of the subject which have greater information and utilitarian value. It is a consummation to be hoped for. There are at present nine first-year algebra workbooks available for use. The natural first step in analyzing their suitability for a given classroom situation is to ascertain the purposes for which they were con structed. Table I, therefore, gives the aims of each workbook as stated by the authors. We see that such books may be expected to be of the greatest service in measuring the achievement of pupils, in providing drill material for classroom use, in supplementing the textbook, in diag nosing and caring for individual differences, in recording pupil progress, in developing speed by furnishing time limits, and in saving pupil and teacher time. Eight other minor purposes are not listed. Naturally enough, in the different workbooks, the authors have not stressed equally each aim. Therefore, before deciding upon a book, teachers should study the purposes as given by the writer and then examine the book carefully 116