Textbook Selection Criteria

(1/2/2009)

TEXTBOOK SELECTION CRITERIA

______High School

Publisher ______Grade Level ______

Title ______Copyright ______

Rate each criteria from 0 to 3: 0 = no good CBD = Cannot be determined 1 = fair 2 = good 3 = excellent Mathematical Content

_____ Mathematics as problem solving is built into the program at all levels. The mathematics is developed from problem situations, not artificially prescribed. Students are led to apply concepts, not merely memorize facts.

_____ Content is accurate and in agreement with the latest research available (e.g. students create meaning, connected to prior learning, students work together).

_____ Mathematics as communication is built into the program at all levels (speaking, writing, presenting).

_____ Mathematical connections are clear in the program, the program approaches mathematics as a whole (connects to other mathematics and other disciplines).

_____ Mathematics as reasoning is built into the program at all levels (justify and explain thinking).

_____ Mathematical vocabulary is accurate and will transition correctly into the high school or next level.

The program is comprehensive and includes the mathematics content emphasized in the Illinois Learning Standards (Rate each one)

_____ Number Sense

_____ Algebraic Sense

_____ Geometry

_____ Measurement _____ Probability and Statistic Mathematical Content Total ______

Organization and Structure

_____ The program is organized into units, modules, or other structure so that students have sufficient time to explore and investigate in-depth major mathematical ideas. (Not too much at once and time to master)

_____ Assignments are relevant to students, developmentally appropriate, visually appealing and include spiral review on a regular basis.

_____ Daily fact practice and problems of the day are integrated into the program.

_____ Problem sets include prerequisite skills and extension/enrichment items.

_____ Additional practice on skills is integrated into the materials.

_____ The program could be adapted to integrate number sense into other areas of mathematics to focus on another topic more in-depth.

_____ The program asks students to work worthwhile mathematical tasks.

_____ The instructional materials incorporate calculators into the program as a tool for students to use to do mathematics.

_____ Appropriate use of technology is emphasized in the teacher materials.

_____ Manipulatives recommended are available or will be made available for use.

_____ Readability is appropriate for students (page design, illustrations, clear organization of objectives, headings, length of chapters, vocabulary grade appropriate)

_____ The program is appropriate for all students (accommodations can easily be made for special needs students, high achieving students, and diverse learning styles).

Organization and Structure Total______

Student Experiences

_____ The program is designed so that students are active learners.

_____ Students are expected to construct their own understanding of mathematics, addressing concepts first, then mechanics.

_____ The program asks students to engage in mathematical discourse. _____ Students use manipulatives to explore mathematical ideas, model mathematical situations, analyze data, calculate numerical results, and solve problems.

_____ Students can find help in the materials in the form of examples, hints, and suggestions for getting started.

_____ Students are expected to determine when they need to calculate in a problem and whether they require an exact or approximate answer.

_____ Students are expected to reflect on, make judgments about, and report on their own behavior, performance and feelings.

_____ Students are expected to work collaboratively in groups of varied sizes as well as independently.

_____ Students can access on-line resources.

Student Experiences Total ______

Teacher’s Role

The instructional materials provide:

_____ Suggestions to teachers so that in tasks and lessons teachers can help students work together to make sense of mathematics; rely more on themselves to determine whether something is mathematically correct; reason mathematically; learn to conjecture, invent, and solve problems; connect mathematics, its ideas and applications to other topics within mathematics and to other disciplines.

_____ Suggestions for teachers in initiating and orchestrating mathematical discourse.

_____ Assistance to teachers to facilitate learning by all students (suggestions on ways to differentiate instruction).

_____ Suggestions to teachers for establishing a classroom learning environment focused on sense making. Teachers are provided suggestions on how to structure the time so students can grapple with significant mathematical ideas and problems, connect to prior knowledge, use physical space and material in ways that facilitates students’ learning, assist students to work together collaboratively, as well as independently.

_____ Suggestions to teachers to help them reflect on what happens in the classroom so that they can adjust or adapt their teaching plans. _____ Suggestions for how parents can be involved and kept informed about the program (activities are available or could be adapted for sending home for parents to work with students).

_____ Ongoing training and support. (Or the district has committed to training over time.)

_____ On-line resources for teachers.

Student Experiences Total ______

Assessment

_____ Student assessment is integrated into the instructional program.

_____ Student assessments are aligned to the Illinois Learning Standards and state tests.

_____ Student assessments are focused sufficiently to provide data on objective attainment.

_____ Cumulative assessments are available.

_____ Multiple means of assessment are used, informal as well as formal (multiple choice, short answer, extended response, simulations, projects, student presentations).

_____ All aspects of mathematical knowledge and how they are interrelated are assessed in the instructional materials.