Running Head: A TEXTBOOK EVALUATION

A Textbook Evaluation:

Honors Calculus for an Eleventh Grader

Using four different evaluation tools, three different math textbooks were evaluated for use within an honors eleventh grade calculus classroom. This report will include the results recorded for each textbook, and will then indicate which textbook was evaluated as the most suitable for an eleventh grade reader.

The Fry readability graph was the first method used for the evaluation of each textbook. The graph was developed in the 1960’s and later revised by Edward Fry in 1977. The original version was created for African teachers who taught English as a second language. After the revision it also included explanations, directions and an extension to the 17th grade level. The Fry readability graph is used to determine the appropriate grade level for a chosen textbook. During this evaluation a total of three passages were used; two passages from the beginning of the text and one passage from the end. After choosing the three different 100 word-count passages, the number of sentences in each passage were counted and then averaged. The syllables in each of the 100 word-count passages were also counted and then averaged.

The Flesch-Kincaid grade-level score was the second method used in determining the readability statistics. was formulated with the use of technology. For this report, Microsoft Word 2007 was used to determine the readability statistics. After typing a total of three passages, two from the beginning of the text and one passage from the end of the text, Microsoft Word 2007 automatically displays the readability statistics after checking the grammar and spelling.

The third method, created by McLaughlin in 1969 is called the SMOG readability formula, which was derived from another formula FOG. Many tend to use the acronym verses the full version which is Simply Measure of Gobbledy-gook. There are multiple steps which include mathematical computations that have to be completed in order to determine SMOG readability level of the textbook.

Using a total of 30 sentences, 10 from each of the three passages—two passages from the beginning of the text and one passage from the end of the text—all words with three or more syllables were counted. The syllables were then added to find the sum, and then square root of the sum is determined. 3 is then added to the square root which then gives the readability level.

The fourth evaluation method, Bader’s (1987) textbook analysis chart, is a check-list which provides more specific areas of textbook analysis such as linguistic factors, conceptual factors, organizational factors, writing style, and learning aids.

Pre-Calculus Functions and Graphs

The first textbook evaluated using all four methods was Pre-Calculus Functions and Graphs. After calculating an average of 3.5 sentences and 146 syllables, the Fry readability graph determined that this textbook is on a grade level of 11. The Flesch-Kincaid grade level formula results showed a lower grade level of 10.2. The SMOG formula calculated the textbook to be on a grade level of 15. The equation for determining began as the following: 47+ 52 + 50 = 163. The square root of 162 is 12. After adding 3 to 12, the answer became 15. The Bader’s textbook analysis concluded to have some strength in learning aids along with organizational factors. (Figure 1).

Calculus Concepts and Contexts

The second textbook evaluated, Calculus Concepts and Contexts. After several evaluations using the Fry readability graph the score seem to be in the high range for this particular text book. The Fry readability graph formula calculated this book to be on a grade level of 14.4 when the text is used in an eleventh grade setting. The three passages chosen had an average of 7.1 sentences and 176 syllables. The SMOG formula calculated this book to be on readability level of 12 which is closer to the grade level in which used. When using the Bader’s textbook analysis chart Calculus Concepts and Contexts textbook is aids at appealing to an audience with graphs and charts but lacks the availability of learning aids. (Figure 2).

Calculus and Its Calculations

The third and final textbook included in the evaluation is entitled Calculus and Its Calculations. The passages in this book 3.3 sentences and an average of 145 syllables. Using the Fry readability graph formula this textbook was a grade level 11. After adding 3 to the square root with the Flesch-Kincaid method, a grade level of 15 was tabulated. The SMOG formula resulted in a very similar grade level of 15. Calculus and Calculation seems to have vast amount of words with 3 or more syllables. The Bader’s textbook analysis chart shows that the book is strengths in areas of organizational, linguistic, learning aids as well as conceptual factors. (Figure 3).

Conclusion

Upon analysis of all three textbooks, Calculus and Its Calculations would be chosen as the eleventh grade textbook for the honors calculus class. The textbook has a variety of aids to assist with a students’ ability to learn independently. For individuals who struggle with reading the CD provided aids with audiovisual step-by-step explanations. On two of the evaluations the book scored at a readability level of 15. One would think that since the students are infact tacking an honors math course they may also be excelling in other content areas. The text introduces proper terminology only after first presenting the underlying concept in plain language with examples and visual aids. The book seems to be a little larger than the other two; this may be because of the detailed and in-depth explanations. This book would be an excellent choice especially since the book starts by assuming that the students have no knowledge of calculus.

Bader's Textbook Analysis Chart (Figure 1) EDUC 556

Book Title Pre-Calculus Functions and Graphs Publisher Houghton Mifflin Company Grade Level 11 + × - Content Area Math Excellent Average Poor Evident Somewhat Not Throughout Evident Evident LINGUISTIC FACTORS: Comments

- Generally appropriate to intended Flesch-Kincaid was below grade grade level(s) according to The Fry level while SMOG was above Readability Graph formula

x Linguistic patterns suitable to most populations and fit intended level(s)

x Vocabulary choice and control suitable Many synonyms used…Ex. Instead of the term imagine being x New vocabulary highlighted, italicized, used the term visualize was used. in boldface, or underlined

+ New vocabulary defined in context Words were defined in text, of to the side as well as in the glossary. + New vocabulary defined in margin guides, glossary, beginning or end of chapter + a - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident CONCEPTUAL FACTORS:

+ Conceptual level generally appropriate to intended grade level(s)

+ Concepts presented deductively

+ Concepts presented inductively

+ Major ideas are highlighted, italicized, in boldface type, or underlined

+ Appropriate assumptions made With assumptions made reference regarding prior level of concepts page numbers are provided as a refresher

+ Sufficient development of new Thee were many examples with concepts through examples, solutions provided illustrations, analogies, redundancy

+ No evidence of sexual, racial, economic, cultural, or political bias + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident ORGANIZATIONAL FACTORS:

+ Units, chapters, table of contents, index present clear, logical development of subject

+ Chapters of instructional segments Headings and subheadings in bold contain headings and subheadings text that aid comprehension of subject

+ Introductory, definitional, illustrative, Introduction paragraphs included history summary paragraphs/sections used as necessary

x Topic sentences of paragraphs clearly Some topic sentences were imbedded identifiable or easily inferred within the text

+ Each chapter/section/unit contains a well-written summary and/or review + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident WRITING STYLE: Ideas are expressed clearly and directly Word choice is appropriate Tone and manner of expression are appealing to intended readers

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident LEARNING AIDS:

Mechanics are correct + Questions/tasks appropriate to conceptual development of intended Quizzes age/grade level(s)

+ Questions/tasks span levels of reasoning: literal, interpretive, critical, values clarification, problem-solving

+ Questions/tasks can be used as reading guides

- Suitable supplementary readings suggested

x Clear, convenient to use

- Helpful ideas for conceptual There were no context clues to help development individuals memorize formulas or methods - Alternative instructional suggestions No modifications available given for poor readers, slow learning students, advanced students

+ Contains objectives, management plans, evaluation guidelines, tests of satisfactory quality

+ Supplementary aids available A CD is provided

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident BINDING/PRINTING/FORMAT/ILLUSTRATION:

x Size of book is appropriate

x Cover, binding, and paper are appropriate

x Typeface is appropriate

x Format is appropriate

x Pictures, charts, graphs are appealing

x Illustrations aid comprehension of text

+ Illustrations are free from sexual, social, cultural bias

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident SUMMARY:

19 11 4 Totals

The strengths are: The book provides examples along with solutions to guide the students.

The weaknesses are: The book seem to leave out some steps when completing mathematical equations under the assumption students have already been exposed to those steps or can complete the step mentally As a teacher, I will need to: I would need to modify some of the lessons for students who may be hands on learners and have trouble with text Bader's Textbook Analysis Chart EDUC 556 (Figure 2)

Book Title Calculus Concepts and Contexts Publisher Gary W. Ostedt Grade Level 11 + x - Content Area Math Excellent Average Poor Evident Somewhat Not Throughout Evident Evident LINGUISTIC FACTORS: Comments

- Generally appropriate to intended None of the evaluation were on an 11th grade level(s) according to NONE grade reading level. One evaluation of the valuations showed a reading level of 14.4.

- Linguistic patterns suitable to most populations and fit intended level(s)

x Vocabulary choice and control suitable

x New vocabulary highlighted, italicized, Terms were bold in boldface, or underlined

x New vocabulary defined in context Words were defined in text as well as the glossary - New vocabulary defined in margin guides, glossary, beginning or end of chapter + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident CONCEPTUAL FACTORS:

- Conceptual level generally appropriate to intended grade level(s)

x Concepts presented deductively

x Concepts presented inductively

+ Major ideas are highlighted, italicized, Boldface type in boldface type, or underlined

x Appropriate assumptions made regarding prior level of concepts

+ Sufficient development of new There were many examples with concepts through examples, solutions provided illustrations, analogies, redundancy

+ No evidence of sexual, racial, economic, cultural, or political bias + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident ORGANIZATIONAL FACTORS:

+ Units, chapters, table of contents, index present clear, logical development of subject

+ Chapters of instructional segments Headings and subheadings in bold contain headings and subheadings and italicized that aid comprehension of subject

x Introductory, definitional, illustrative, summary paragraphs/sections used as necessary

x Topic sentences of paragraphs clearly Some topic sentences were imbedded identifiable or easily inferred within the text

+ Each chapter/section/unit contains a well-written summary and/or review + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident WRITING STYLE: Ideas are expressed clearly and directly Word choice is appropriate Tone and manner of expression are appealing to intended readers

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident LEARNING AIDS:

Mechanics are correct + Questions/tasks appropriate to conceptual development of intended Quizzes, tests, recaps age/grade level(s)

+ Questions/tasks span levels of reasoning: literal, interpretive, critical, values clarification, problem-solving

+ Questions/tasks can be used as reading guides

- Suitable supplementary readings suggested

x Clear, convenient to use

- Helpful ideas for conceptual There were no context clues to help development individuals memorize formulas or methods - Alternative instructional suggestions No modifications available given for poor readers, slow learning students, advanced students

+ Contains objectives, management plans, evaluation guidelines, tests of satisfactory quality

- Supplementary aids available No aids available

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident BINDING/PRINTING/FORMAT/ILLUSTRATION:

x Size of book is appropriate

x Cover, binding, and paper are appropriate

x Typeface is appropriate

x Format is appropriate

x Pictures, charts, graphs are appealing

x Illustrations aid comprehension of text

+ Illustrations are free from sexual, social, cultural bias

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident SUMMARY:

11 15 8 Totals

The strengths are: This evaluation shows the book is average. It contains graphs, charts that appeal to a younger audience.

The weaknesses: Lye in the learning aids and the linguistic factors.

As a teacher, I will need to: Provide learning aids. Due to the fact this is a math textbook possibly find a workbook to accompany it. Bader's Textbook Analysis Chart EDUC 556 (Figure 3)

Book Title Calculus and Its Calculations Publisher Greg Tobin Grade Level 11 + x - Content Area Math Excellent Average Poor Evident Somewhat Not Throughout Evident Evident LINGUISTIC FACTORS: Comments

+ Generally appropriate to intended The textbook was on a 11th grade reading grade level(s) according to The Fry level. Where as the SMOG and Kinkade b Readability Graph formula were at a 15 readability dignotistc

+ Linguistic patterns suitable to most populations and fit intended level(s)

x Vocabulary choice and control suitable

+ New vocabulary highlighted, italicized, in boldface, or underlined

+ New vocabulary defined in context

+ New vocabulary defined in margin guides, glossary, beginning or end of chapter + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident CONCEPTUAL FACTORS:

+ Conceptual level generally appropriate to intended grade level(s)

+ Concepts presented deductively

+ Concepts presented inductively

+ Major ideas are highlighted, italicized, in boldface type, or underlined

+ Appropriate assumptions made With guides of reference to previous regarding prior level of concepts chapters

+ Sufficient development of new concepts through examples, illustrations, analogies, redundancy

+ No evidence of sexual, racial, economic, cultural, or political bias + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident ORGANIZATIONAL FACTORS:

+ Units, chapters, table of contents, index present clear, logical development of subject

+ Chapters of instructional segments Headings and subheadings in bold contain headings and subheadings and different colors that aid comprehension of subject

+ Introductory, definitional, illustrative, summary paragraphs/sections used as necessary

+ Topic sentences of paragraphs clearly identifiable or easily inferred

+ Each chapter/section/unit contains a well-written summary and/or review + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident WRITING STYLE: Ideas are expressed clearly and directly Word choice is appropriate Tone and manner of expression are appealing to intended readers

+ x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident LEARNING AIDS:

Mechanics are correct + Questions/tasks appropriate to conceptual development of intended Quizzes and exercises. age/grade level(s)

+ Questions/tasks span levels of reasoning: literal, interpretive, critical, values clarification, problem-solving

+ Questions/tasks can be used as reading guides

+ Suitable supplementary readings MathLab website suggested

+ Clear, convenient to use

+ Helpful ideas for conceptual development

- Alternative instructional suggestions No modifications available given for poor readers, slow learning students, advanced students

+ Contains objectives, management plans, evaluation guidelines, tests of satisfactory quality

+ Supplementary aids available A CD is provided along with a registration website for assistance + x - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident BINDING/PRINTING/FORMAT/ILLUSTRATION:

x Size of book is appropriate

x Cover, binding, and paper are appropriate

x Typeface is appropriate

x Format is appropriate

x Pictures, charts, graphs are appealing

x Illustrations aid comprehension of text

+ Illustrations are free from sexual, social, cultural bias

+ a - Excellent Average Poor Evident Somewhat Not Throughout Evident Evident SUMMARY:

26 7 2 Totals

The strengths are: This textbook is very strong in organizational, linguistic, learning aids as well as conceptual factors.

The weaknesses are: The books lacks alternative instructional suggestions for poor readers or slow learners.

As a teacher, I will need to: I would implement the CD and the websites suggested for students who may struggle with reading or learn at a slower pace. Use tangible objects if possible when giving examples.

References

Bittinger, M. L. (2004). Calculus and Its Applications (8th ed.). Liberty of Congress Cataloging-in-Publication Data.

E.Larson, R., Hostetler, R. P., Edwards, B. H., & Heyd, D. E. (1997). Precalculus Functions and Graphs. New York: Houghton Miffln Company.

Stewart, J. (2001). Calculus Concepts and Contexts (2nd ed.). Colorado: Gary W. Ostedt.

Richardson, J. S., Morgan, R. F., & Fleener, C. (2009). Reading to learn in the content areas (7th ed.) Belmont, CA: Wadsworth.