Textbook Unit Analysis

Cayia Leffel & Becca Wilson

Texas Christian University

 Introduction

Through comparing content and instructional variables of the EnVisions and

Investigations textbooks for second grade addition and subtraction we noticed many similarities

as well as differences. The content present in both textbooks relates to the second grade TEKS

111.4.b.4.B, add up to four two-digit numbers and subtract two-digit numbers using mental

strategies and algorithms based on knowledge of place value and properties of operations,

as well as 111.4.b.4.C, solve one-step and multi-step word problems involving addition and

subtraction within 1,000 using a variety of strategies based on place value, including algorithms.

We were able to examine that although the information provided was the same, it was presented

and taught in many different ways based on the textbook.

Analysis

In this section we discuss two areas that differentiate between Investigations and

EnVisions related to their content, as well as two areas related to instruction of their content. Our

discussion is done through the lens of the Teaching and Learning Principles from the Principles

and Standards of School Mathematics, and how well each of the four areas aligns with these

principles for each textbook.

Content variables

As we examined the content variables of structural organization and depth and breadth of

content we can notices that there were several differences in these areas in both textbooks.

Structural organization.

Investigations. We can notice many key factors in regards to structural organization by

observing the Investigations textbook. The textbook is bound as a softcover spiral and is split

into 9 units per grade which are called investigations, further broken down into sessions. The
sessions include key points and explain in detail the introduction, activities, assessments, daily

practice, ways to differentiate instruction, and extended notes for teaching. One way that this

textbook aligns with the Teaching and Learning Principles is through the idea of choosing

worthwhile mathematical tasks. The book is laid out in a way that helps the teacher determine

how to begin the lesson, the steps to follow, and various areas that could prompt strong

discussion or extended explanations over a specific concept. Each section of this textbook

supports the teacher, as they must make decisions for their students through providing various

notes and easy to follow steps that provide guided information.

EnVisions. The structural organization seen in Investigations differs in the EnVisions

textbook. The EnVisions textbook covers twenty topics that connects across higher and lower

grade levels. These topics are divided into specific lessons that are intended to be taught daily.

The structure of the EnVision lessons topics usually follows a format such as: explaining the big

idea/interpretations, accommodations, introduction of vocabulary, a variety of activities for

students, and an assessment. The structure of this textbook particularly aligns with the Teaching

and Learning Principles in the area of articulating content across various grade levels. According

to the Teaching and Learning principles, “Such guidance requires a well-articulated curriculum

so that teachers at each level understand the mathematics that has been studied by students at the

previous level and what is to be the focus at successive levels” (Principles for School

Mathematics). The EnVision textbook aligns with this idea because it is structured in a way that

supports materials that have been previously learned and provides a solid ground for more

information to be built upon.

Depth and breadth of content.

 Investigations. In regards to the Investigations textbook and the depth and breadth of

content, we can notice that each investigation is connected and focused on a number of sessions.

These sessions review previous concepts and provide the opportunity to build off of these

concepts. Although the building of content emphasizes the breadth of the content, we also

believe that the textbook provides many examples and potential ways to explain or solve a

problem which emphasizes the idea of the depth of content. The depth and breadth of the

information both provide tactics that can help to improve and strengthen the understandings of

information for students which aligns with the learning principles. The Learning Principles

classifies the value of the materials as, “Well-connected, conceptually grounded ideas are more

readily accessed for use in new situations” (Schoenfeld 1988). Presenting material in ways that

expand across various grades as well as by providing multiple strategies for solving

mathematical problems better equips students to solve unfamiliar problems in the future.

EnVisions. As we look through the various aspects of the EnVisions textbook, we can

notice that there is significantly more breadth to the content that depth. The content of Envisions

includes various topics with several different lessons (average of about seven) with the intent that

one lesson will be taught each day. The topics cover a large variety of content areas in order to

help students connect the information to past and future mathematical information. The lessons

often teach a few strategies, but often focus on the larger picture instead of the many other

strategies that could be used for students to solve. Because of this, we would consider the

EnVisions textbook to rely on more breadth of the content rather than the depth. This focus on

the breadth of the content relates to the Teaching and Learning Principles based on the idea that

curriculum should span across the various grades. By providing content that is versatile for the
learning of various grades it helps teachers to create lessons that can teach information that can

be built upon in later grades.

Instructional variables

In regards to the instructional variables for each textbook, the use of assessments and

small group work discriminate the most between the two textbooks.

Small group work.

Investigations. In the Investigations textbook, small group work is done for

approximately 50-60% of class time. This book relies heavily on the interaction and cooperation

between students in small groups, and students primarily learn through discussion,

investigations, and workshops. Teachers are often a guide throughout sessions, allowing students

to make sense of mathematical content on their own but still providing scaffolding and support

when needed. Because students engage in most of their learning through cooperative groups or

discussion, the teacher is able to constantly observe and understand the students as individual

learners. Small groups allow students to learn the mathematical concepts in hands-on and

engaging ways through the activities and workshops presented in the textbook. For example, a

session on counting cubes and pattern blocks utilizes a math workshop. This is completely

student-driven, so the teacher is given a chance to allow the students to develop initial

understanding of the concept of counting on their own while the observing the processes students

are using to make sense of the concepts. This workshop method also helps students apply the

concepts to manipulatives, helping to create an element of understanding along with the

arithmetic.

EnVisions. In contrast, the EnVisions textbook allows for small group work 20-30% of

class time. This book instead focuses mostly on individual learning and enrichment and is based
primarily on state standards and assessments. Activities in lessons are done in small groups and

allow students to work cooperatively, but there is not much discussion or interaction between

students outside of this activity time. The use of small group work in this textbook allows

teachers to set up a supportive classroom learning environment, as they guide students in almost

every step of their learning. However, this textbook fails to provide a challenging environment

for learning, because it doesn’t combine understanding with the mathematical concepts it

presents. For example, in a lesson on joining, this textbook presents multiple opportunities for

students to practice but most learning is either done with the whole class or independently. This

doesn’t allow for students to interact and learn from each other’s thinking, and it does not allow

the teacher to see students as individual learners.

Assessment.

Investigations. Assessment in the Investigations textbook is primarily informal. This

textbook utilizes informal assessments through ongoing observations of how students are

working and their ability to explain mathematical concepts. In addition, the assessment activities

included in lessons allow teachers to informally see the progression of student understanding.

Each Investigation and unit ends with a final assessment to test students’ knowledge of the

investigations. Assessments in this textbook primarily aid to determine priorities for teachers and

assess work of students. Assessments adhere to the Teaching and Learning Principles by

allowing teachers to consistently keep track of students’ progress through informally assessing

them as lessons progress. For example, in the lesson on counting cubes and pattern blocks

discussed before, there is a section specifically labeled “Ongoing Assessment”, for teachers to

reference during the math workshop. This section outlines specific areas of growth teachers
should be looking for in their students as the workshop takes place, allowing teachers to

understand how students are progressing in their learning.

EnVisions. The EnVisions textbook uses assessment in a vastly different way, as most

assessment in this textbook is done formally through worksheets, tests, and homework. The

beginning and end of each lesson includes a TEKS Review, which is set up in the same format as

the state assessment. This gives teachers a way to see how well students understand the concept

before beginning the lesson, and a way to see how well they understood the lesson afterwards.

Throughout each lesson, worksheets are used which helps teachers visually see students’

thinking process. This textbook also has sections at the end of each unit to assess student’s

assessments and classify them according to ability level, whether “intervention”, “on level”, or

“advanced”. This helps teachers evaluate their teaching and constantly seek improvement in their

instruction by providing differentiated homework and instruction for particular students.

Conclusion

Through examining both the Investigations and EnVisions textbooks for their content and

instructional variables, we have been able to see characteristics of each that enhance student

learning according to the Teaching and Learning Principles. Although both textbooks possess

similarities in content, their different methods of instruction make their value in the classroom

very different.
 References

Huntley, M. A. (2008). A framework for analyzing differences across mathematics curricula.

Journal of Mathematics Education Leadership. 10(2), 10-17.

NCTM. Teaching and learning principles. (2000). 16-21.

 Appendix

CONTENT VARIABLES
Characteristics Common Characteristics
Unique to Characteristics unique to
Investigations enVisionMath
Structural Organization

Nine units per grade, each in 20 topics per grade level

a softcover spiral book. that connect across higher
Each unit is divided into and lower grade levels.
Investigations, which are Each topic is divided into
divided into individual individual lessons, taught
sessions. daily.

Depth/Breadth of Content
When are students expected to have mastery of the subject? (end of day, end of
month, next semester, etc.)

Each Investigation is One lesson is taught per

connected; focuses on day; seven lessons in topic
multiple content strands one. Students are expected
(sessions) with continuous to have mastery by the end
review of concepts covered of the topic, through
in earlier Investigations. assessments. Each lesson
Content explanations are is connected and builds off
thorough for the teacher by the previous, so students
providing specific definitions build mastery through the
of what teachers should and lessons.
shouldn’t do, and contains a
variety of content but the
units are very content-
specific.

Presentation of Content

Content is presented through Content is presented

activities followed by through a combination of
discussion and practice. practice and activities.
Students are given content Students are given content
initially and discuss meaning but not meaning.
later.

Worked-Out Examples

Contains many worked-out

examples that demonstrate
solutions.

Definitions/Rules

Contains many highlighted Contains many highlighted

vocabulary words with notes vocabulary words that are
to the side explaining used throughout each
definitions. lesson, but definitions are
not provided.

INSTRUCTIONAL VARIABLES
Characteristics Common Characteristics
Unique to Characteristics unique to
Investigations enVisionMath
Instructional Model

Each Investigation has a Each lesson consists of a

combination of a 5-part daily TEKS review, problem
model including Activity, of the day, quick check,
Discussion, Math Workshop, center activity, re-teaching,
Assessment Activity, and guided practice, and
Session Follow up. enrichment.

Use of Class Time

Students participate in some Students work on content Through the TEKS

skill-based practice during from curriculum during class. worksheets and activities,
class time. students participate in a lot
of skill-based practice during
lessons.

Teacher’s Role

Teacher guides most Teacher is a guide/leads Teacher provides significant

lessons and gives students
support and resources for
most of the lesson time.
Lessons are very structured
and broken down very
specifically.
Lessons are structured so
that students are
participating in very hands-
on and interactive activities.
Students work cooperatively
with each other during most
lessons, and make sense of
mathematical content by
discovering and investigating
it through activities,
discussions or workshops.
50-60% of classwork is done
in groups of some sort.
Sometimes it is small groups
and other times it is partner
work.
Frequent use of
manipulatives in activities
and workshops. Examples
include counting blocks,
dots, interactive clocks, and
picture books related to
most of the learning in the scaffolding throughout the
classroom. lesson. During activities,
teacher lets students lead.
Lessons can be adapted for
different levels of learners.
Lessons are very structured
and broken down
specifically. The beginning
of lessons contains a
professional development
section with background on
the content.
Students’ Role
Lessons are structured so
that students are constantly
being guided by the teacher.
The activities are interactive
and students work
cooperatively, however the
teacher is still guiding their
work. Most practice is also
done through worksheets
where teachers expect
limited answers. Students
are not provided very open-
ended learning.
Use of Small Group Work
20-30% of classwork is done
in small groups. Most work
is done individually, as the
instruction is centered on
state requirements.
Use of Tools
Frequent use of visuals on
worksheets and activities,
however there are very little
tangible items for students to
use. Counting blocks are
used frequently throughout
concepts discussed in the lessons.
lessons.

Assessment

Utilizes informal Utilizes mostly formal

assessments through assessments. The beginning
ongoing observations of how and end of each lesson
students are working and contain a formal “practice”
their ability to explain state assessment, and
mathematical concepts. In worksheets throughout the
addition, the assessment lessons also assess
activities included in lessons students formally. Very little
allow teachers to informally informal assessment is done
see the progression of besides the observations
student understanding. Each teachers make during small
Investigation and unit ends group work.
with a final assessment,
acting as a formal
assessment to test students’
knowledge of the
investigations. Assessments
aid to determine priorities
and assess work.

Homework

Homework comes from Daily homework allows for Homework is in the form of
activity book. practice covered in the worksheets modeled after
lessons. state assessments.