(1/2/2009)
TEXTBOOK SELECTION CRITERIA
____________ High School
Publisher ____________________________ Grade Level _________
Title __________________________________
Rate each criteria from 0 to 3:
Mathematical Content
0=
1=
2=
3=
no good
fair
good
excellent
Copyright _________
CBD = Cannot be determined
_____ 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.
Assessment Total ___________
Comments – use another sheet is necessary:
Overall Strengths:
Overall Weaknesses:
Other Comments: