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< back to full article list < back to academic authors article list < back to textbook authors article list Sample textbook proposal Not sure what information to provide in your textbook proposal? View the sample textbook proposals submitted by TAA members below. CRC Press (A
Taylor & Francis Company) Download Word doc (116 KB): Click here Textbook proposal submitted by TAA member Don Collins (Note: His proposal was successful and his textbook was published.) June 10, 2000 Alan C. Vincent Dear Alan: RE: Proposal for Pre-Algebra As was discussed in our conversation of June 5th, 2000, I'm proposing to utilize the material already written for the 8th grade of the Kendall/Hunt Middle School Mathematics Program and restructure that material for a Pre-Algebra text. Enclosed you will find: 1. An analysis
of the market Please do not hesitate to contact me if you desire further elaboration. Sincerely, Don W. Collins PROPOSAL FOR PRE-ALGEBRA THE MARKET: Teachers of junior high school have always had a goal to prepare students for algebra. However, it was not until the 1970's that texts were produced to specifically prepare students for algebra. The first text to prepare students for algebra was produced by Houghton-Mifflin, sales leader at that time with the legendary Dolciani Algebra series. Complaints had been received about the difficulty of the text for the student. Instead of watering down the existing algebra, Houghton Mifflin chose to work on preparation. The resulting product, called Pre-Algebra was an instant success. In fact, it opened up a whole new market. Laidlaw Brothers, a contemporary successful publisher of K-8 mathematics materials with limited presence in the 9-12 mathematics market, decided to extend their K-8 line by venturing into the new Pre-Algebra market. Laidlaw's product became the market leader, a status held for more than a decade. At first, there were no state guidelines for Pre-Algebra. These began to slowly emerge. In 1982, Merrill Publishing Company, building on the success of an existing algebra series that was slowly replacing the Dolciani series published a first edition of Pre-Algebra. This series replaced the Laidlaw series as the market leader. It is now in the 7th edition and by far outsells the rest of the market. Key to the success of this pre-algebra was that the product met the emerging state guidelines and resulting changes. The future market for Pre-Algebra will be larger and will be different. There are several reasons for the increase. The 1989 NCTM standards which called for increased attention to algebra have been replaced by the NCTM standards for 2000 called PMSS (Principles and Standards for School Mathematics). PMSS has encompassed the "Algebra for Everyone" movement. "All students should study algebra" (PMSS, page 37). Graduation requirements of most states now include 1 to 3 years of academic mathematics. That means courses from the Algebra 1-Geometry-Algebra 2 sequence or perhaps the integrated sequence. More students will be taking algebra courses than ever before and will need to be prepared for such. Many districts will be looking for such preparatory materials for the first time. Many will be reluctant to go with the mainstream pre-algebra texts assuming that selection for junior high usage will dictate selection of a particular high school algebra series. The obvious solution for this problem will be a generic Pre-Algebra. A different type of student will exist in this new market thus making the market different. The more advanced students will take algebra in the 8th grade. Others will take pre-algebra in the 8th grade and still others will take the traditional 8th grade math and pre-algebra as 9th graders. Some schools that offer algebra in the 8th grade may chose to present pre-algebra for gifted 7th graders. Thus, pre-algebra can be a 7th, 8th, or 9th grade course. However the market now is clustered about the 8th grade. THE PRODUCT: This product will follow a MAP. It will be Mathematically accurate. Fully licensed junior high school mathematics teachers must have at least a minor in collegiate mathematics while high school mathematics teachers must have a major in collegiate mathematics. Both are highly critical of poorly developed or inaccurate materials. Only those who are equipped will have input into selection of texts. Because of the expectations of high school teachers, the product must Articulate well. Not only must the product meet grade guidelines but also it must fit with the prior and subsequent grade levels. This can be accomplished by adhering to the Frameworks of the three greatest influences of our national mathematics curriculum—The NCTM standards, TIMMS, and the NAEP. The NCTM standards are not replaced by PSSM are still in effect being updated and enhanced by PSSM. While the scores of US students obtained on TIMSS (Third International Mathematics and Science Study) did not meet expectations, teachers believe (and rightly so) that US students will improve scores if teachers know exactly what students are expected to know. The TIMSS guidelines provide this information. The NAEP (National Assessment of Educational Progress) are tests based upon state guidelines and close comparison can target areas of weakness. Copies of guidelines of the 3 influences are attached. Following them will result in a sound program. The product must be Pedagogically sound. There is a certain order in which topics should be presented. For example, students may not obtain a proper understanding of decimals if they do not have a proper understanding of place value and powers of the base number 10. Proper attention to detail here is critical because the influx of pre-algebra students will not be from the mathematically talented. HOW THIS PRODUCT WILL DIFFER FROM THE MAINSTREAM MARKET FOR PRE-ALGEBRA:
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