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ABSTRACT Title of Document MATH AND MATH IN SCHOOL CHANGES IN THE TREATMENT OF THE FUNCTION CONCEPT IN TWENTIETH CENTURY SECONDARY ALGEBRA TEXTBOOKS Kyle M Cochran M A 2008 Directed By Associate Professor Daniel Chazan Department of Curriculum and Instruction The exercises found in the chapters on function in five American textbooks each taken from different twenty year spans of the twentieth century were analyzed using Mesa s 2000 coding scheme Problems were analyzed based on the context the operations needed to solve the problem the representations used and the control structures or checks available to the students This analysis allowed for the identification of trends across time These trends were compared to trends in the concept of function in the mathematics discipline and trends in recommendations for mathematics education This analysis was undertaken to address three basic research questions First is there evidence of change in the treatment of function in school algebra across time Second how do any changes that exist in the texts correlate with recommendations for mathematics education And third how do changes in the texts correlate with the developments of the function concept in the mathematics discipline MATH AND MATH IN SCHOOL CHANGES IN THE TREATMENT OF THE FUNCTION CONCEPT IN TWENTIETH CENTURY SECONDARY ALGEBRA TEXTBOOKS By Kyle M Cochran Thesis submitted to the Faculty of the Graduate School of the University of Maryland College Park in partial fulfillment of the requirements for the degree of Master of Arts 2008 Advisory Committee Associate Professor Daniel Chazan Chair Professor Emeritus James Fey Professor Denny Gulick Copyright by Kyle M Cochran 2008 Acknowledgements I would like to thank my wife Rachel and my family for their support in the writing of this document including editing advice general comments and the knowledge that I could call any of them at any time I would also like to thank my advisor Daniel Chazan who helped me to see both



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