A content analysis of contemporary college algebra textbooks: Applications of visualization strategies

College algebra is part of the core curriculum of the majority of colleges and universities in the United States. As the prerequisite to calculus and all higher level math and science courses, performance in college algebra carries significant weight.;Visualization is a technique that mathematicians apply intuitively, and one that successful students learn. As the student’s primary resource, the textbook should reflect visualization strategies to enhance comprehension. The purpose of this applied dissertation was to explore the ways in which visualization strategies are implemented in contemporary college algebra textbooks, and, particularly, in sections pertaining to multiple representations of functions.;There were 6 textbooks examined within a content analysis framework; both quantitative and qualitative methods were used for data collection. These methods included hand counts of graphs, instructional visual elements, and key words; space devoted to visuals was measured in square inches and compared to available content space; and graphic elements were scrutinized for inclusion of pertinent details. Page layout was also considered, as visualization occurs when students focus their attention on important aspects of a lesson, and are not distracted by superfluous items.;While college algebra textbooks appear similar, the findings of this study showed that they can vary significantly in the treatment of graphic elements. Additionally, it became clear that some textbook designers integrate visualization techniques with the mathematics—some more explicitly than others—and that graphical detail varies widely among texts.;This research may be viewed as an innovative method providing instructors and textbook selection committees a new criterion for future decisions.