An Analysis of Seventh and Eighth Grade Mathematics Subject Matter in Relation to Textbook Selection

The purpose of this thesis was two-fold: (a) to establish a method of evaluating text books for use in the seventh and eighth grade mathematics program based upon subject matter recommended by the three selected sources, and (b) to evaluate twelve seventh and eighth grade mathematics textbooks using the materials recommended in Cal. The Boston College Mathematics Institute, The University of Maryland Mathematics Project, and The School Mathematics Study Group were the three sources used in establishing what subject matter topics would be considered in this study. An evaluating sheet was developed and used to evaluate each of the twelve text books on ten major topics which are listed below: I. Numeration Systems; II. Natural Numbers and Zero; III. Factoring and Primes; IV. Intuitive Geometry; V. Logic and Number Sentences; VI. Rational Number System; VII. Scientific Notation, Decimals and Metric System; VIII. Probability; IX. Statistics and Graphs; X. Measurements. These were topics which the author felt had been poorly presented or omitted in older text books. In many cases these topics are a combination of topics recommended by two or more of the three sources whose materials were a basis for this investigation. The purpose of this study was not to determine which textbook or text books were best, but to establish a guide which could be used as an aid in the selection of textbooks for seventh and eighth grade mathematics. It was hoped that this study might show an association between the copyright date and the amount of recommended material included. The author concluded that many authors and publishers have re-organized and up-dated their seventh and eighth grade mathematics text books in recent years. He also felt that many of the newer textbooks seem to conform more closely to the recommendations of “study groups and provide more adequately for the changing needs of society