According to the Book

Valverde, Gilbert A.; Bianchi, L.; Wolfe, Richard G.; Schmidt, William H.; Houang, Richard T.

doi:10.1007/978-94-007-0844-0

Cited by 267 publications

(69 citation statements)

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“…Textbooks are considered as the main instructional material for teachers (Brewer & Stasz, 1996) mediating between the intended and the implemented curriculum (Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002). Research in different countries has shown that textbooks strongly influence students' learning (Schmidt, McKnight, Valverde, Houang, & Wiley, 1997;Tornroos, 2005).…”

Section: Opportunity-to-learn Offered By Textbooksmentioning

confidence: 99%

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Wijaya

Heuvel–Panhuizen

Doorman

et al. 2018

EURASIA J MATH SCI T

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This study investigated whether providing opportunity-to-learn can improve Indonesian students' performance in solving context-based mathematics tasks. On the basis of an inventory of Indonesian students' difficulties with these tasks and an analysis of textbooks and classroom practices, an intervention program for mathematics teachers was developed. This program contained tasks with relevant and essential contexts with missing or superfluous information, but without explicitly given mathematical procedures. The program also comprised guidelines for a consultative teaching approach with metacognitive prompts and questions for discussion to promote reflection in class. A field experiment with a pretest-posttest control-group design was carried out in six junior high schools in Indonesia involving 299 eightgraders. Students in the experimental group made significantly more progress on solving context-based mathematics tasks than students in the control group. Furthermore, an analysis of students' errors revealed that experimental students made significantly fewer task comprehension errors than control students. These results show that providing opportunity-to-learn, that is offering context-based tasks to students, which require mathematical modeling, and having teachers knowing the characteristics of such tasks and using a consultative teaching approach, can improve students' ability in solving context-based tasks.

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Section: Opportunity-to-learn Offered By Textbooksmentioning

confidence: 99%

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Wijaya

Heuvel–Panhuizen

Doorman

et al. 2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Para la International Association for the Evaluation of Educational Achievement (IEA) la ODA está íntimamente relacionada con el currículum y propone un modelo de oportunidades educativas (Valverde, Bianchi, Wolfe, Schmidt y Houang, 2002). En este se hace una distinción entre el currícu-lum intencionado, implementado y alcanzado, según la cual, el currículum intencionado corresponde al currículum oficial, compuesto de objetivos y metas de aprendizaje nacionales.…”

Section: Oportunidad De Aprenderunclassified

“…Según hallazgos del Segundo Estudio Internacional de Matemáticas (SIMS) de la IEA, es posible efectuar una predicción aproximada al currículum implementado a partir del currículum intencionado (McDonell, 1995). Valverde et al (2002) modifican el modelo curricular de la IEA incluyendo el currículum potencialmente implementado, que estaría conformado por los libros de texto y otros recursos (figura 1). Los libros de texto se acercan al currículum potencialmente implementado, ya que constituyen una de las más importantes herramientas que orientan el trabajo docente, pues se utilizan para la planificación y preparación de clases, como apoyo a las actividades de aprendizaje, como complemento a los conocimientos del docente, para las investigaciones bibliográficas escolares, etc.…”

Section: Oportunidad De Aprenderunclassified

“…Los libros de texto se acercan al currículum potencialmente implementado, ya que constituyen una de las más importantes herramientas que orientan el trabajo docente, pues se utilizan para la planificación y preparación de clases, como apoyo a las actividades de aprendizaje, como complemento a los conocimientos del docente, para las investigaciones bibliográficas escolares, etc. (Occelli y Valeiras, 2013;Valverde et al, 2002). En otras palabras, los libros de texto serían «vehículos portadores del conocimiento escolar» (Martín Gámez, Prieto y Jímenez López, 2013: 155), incidiendo sobre las ODA de los estudiantes.…”

Section: Oportunidad De Aprenderunclassified

“…(Chiappetta y Fillman, 2007) o España (Occelli y Valeiras, 2013). El amplio uso del texto escolar concuerda con la inclusión de los textos escolares como currículum potencialmente implementado, según el modelo de oportunidades educativas de Valverde et al (2002).…”

Section: Oportunidad De Aprenderunclassified

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Oportunidades de aprendizaje en temáticas ambientales brindadas por el currículum nacional de ciencias de Chile

Ciudad

2017

ensciencias

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El objetivo del trabajo es evaluar en qué medida el currículum nacional de ciencias de Chile brinda oportunidades de alfabetización científica en temas ambientales. Para ello se efectuó un análisis de contenido de documentos curriculares, utilizando la metodología del estudio de oportunidades en matemáticas y ciencias (SMSO) y utilizando como referente los contenidos de medio ambiente que PISA evalúa. Los resultados muestran oportunidades de aprendizaje parcialmente alineadas entre los requerimientos actuales de alfabetización científica ambiental y el currículum nacional de ciencias de Chile. Esto podría explicar en parte el desempeño de los estudiantes chilenos en medio ambiente. El estudio entrega antecedentes que aportan al desarrollo de un currículum de ciencias que promueva la educación para el desarrollo sostenible.

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Understanding development requires assessing the relevant environment: Examples from mathematics learning

Siegler

Braithwaite

2020

New Directions for Child and Adolescent Development

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Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of how such environmental assessments have improved understanding of child development in diverse areas, and examines in depth the contributions of analyses of one type of environment to one type of learning: how biased distributions of problems in mathematics textbooks influence children's learning of fraction arithmetic. We find extensive parallels between types of problems that are rarely presented in US textbooks and problems where children in the US encounter greater difficulty than might be expected from the apparent difficulty of the procedures involved. We also consider how some children master fraction arithmetic despite also learning the textbook distributions. Finally, we present findings from a recent intervention that indicates how children's fraction learning can be improved.

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According to the Book

Cited by 267 publications

References 0 publications

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Oportunidades de aprendizaje en temáticas ambientales brindadas por el currículum nacional de ciencias de Chile

Understanding development requires assessing the relevant environment: Examples from mathematics learning

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