We use a narrative framework to investigate how mathematics textbook lessons can promote sustained student inquiry. Our analysis of four high school textbook lessons on the SSA congruence property, three of which contain explorations, reveals how explorations can promote problem-solving perseverance by inspiring readers to raise mathematical questions and by keeping these questions open throughout significant portions of the lesson. Furthermore, student curiosity and anticipation can be enhanced through ambiguity. Stark structural differences exist among lessons with explorations, suggesting that explorations are not necessarily supportive of sustained student inquiry. These insights not only enable educators to learn whether and how a lesson encourages inquiry but also support the design of new curricular materials aligned with the goals of reform.
The authors would like to share our appreciation for the other members of our research team: Shana Frank, Jackie Persuit, Francesca Schiavello, and Ari Schwartz for their work on the analysis, and Ann Lawrence for her help with the manuscript. We also appreciate the numerous recommendations from our reviewers, who identified important ways to improve this article. Finally, we wish to thank Jinfa Cai, whose patience and guidance was invaluable.
This article was accepted under the editorship of Jinfa Cai.
Leslie Dietiker, Wheelock College of Education & Human Development, Boston University, Two Silber Way, Boston, MA 02215; dietiker@bu.edu