An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books

Casa, Tutita M.; MacSwan, Juliana R.; LaMonica, Kara E.; Colonnese, Madelyn W.; Firmender, Janine M.

doi:10.1111/ssm.12333

Cited by 9 publications

(7 citation statements)

References 22 publications

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“…Even and Olsher (2014) also stated that teachers presume it is easier to give assignments using textbooks. It is in accordance with Casa et al (2019), which stated that the majority designed their tasks based on the textbook without further adaptations. This finding emphasizes that teachers' beliefs about problem-based tasks are less available in the textbooks they use in class, but it has no clear procedures and contexts.…”

Section: Figure 9 Spldv Task By Nhsupporting

confidence: 75%

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

et al. 2022

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Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers’ competencies.

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Section: Figure 9 Spldv Task By Nhsupporting

confidence: 75%

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

et al. 2022

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“…p. 14). If applied, prompting questions should have been accompanied with the required length of writing in phrases such as “in one or two paragraphs, explain how…” write a one‐page report on…,” “write a short essay of not more 200 words on…” With these specific and explicit instructions, learners become guided on the amount of writing required and expected responses (Casa et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…For our analysis, we adapted some codes from Casa et al's work and conducted a review of the textbooks and identified other generative writings as codes in the textbooks that presses students to “research about,” “explain how,” “discuss their idea,” “give definition” and to describe the “real‐world example” or “an application of a concept”—which were not captured in the framework developed and validated by Casa et al (2019). Once we reached an agreement on the coding scheme, the codes that requires generative writings were included in the final coding scheme (see Table 2).…”

Section: Methodsmentioning

confidence: 99%

“…The textual materials were analyzed using a pre-determined codes and categories. A deductive approach was adopted to analyze the Physical Sciences textbooks using an adapted version of the analytical framework by Casa et al (2019) as a coding scheme.…”

Section: Data Sourcesmentioning

confidence: 99%

“…This study adapted and revised the analytical framework developed by Casa et al (2019) to explore the extent to which the textbooks fulfill the writing expectations of the Physical Sciences CAPS document for South African learners. The framework provides a broad view of the opportunities that students have to engage with mathematical writings.…”

Section: Analytical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Analysis of writing prompts in South African physical sciences textbooks for Grade 12 learners

Upahi

Ramnarain

Ajibola

2022

School Sci & Mathematics

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The advocacy for writing in science and STEM-related fields through reasoning-based writing, critical thinking and argumentation has been accentuated as a core competence in curriculum documents. In South Africa, the CAPS document for Physical Sciences acknowledged the importance of writing and consequently, call on teachers to engage in teaching language across the curriculum. This study examined the characteristics of writing prompts in three selected samples of textbooks to understand how writing is addressed in the Physical Sciences textbooks. Specifically, the study examined the frequency and characteristics of writing prompts included in the chemistry component of three selected Physical Sciences textbooks for Grade 12 learners. A total of 533 writing prompts were identified and analyzed using a coding scheme adopted for the study. Findings revealed that learners are prompted to write in variety of ways, with prompts that positioned them to explain why, discuss your ideas, explain how and explain what. While the prompts that ask learners to explain why and discuss your ideas were the most frequently coded, the press to write their reasoning with specific features that are inherent in the respective topics were inadequate. The implications for curriculum developers are the need for explicit instructions on the length of writings required, and for authors to develop adaptable guidelines to enable textbook users understand the writing expectations.

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Learning mathematics through media scales of lamps from used goods

Mutiarawati

Nurhayati

Marini

et al. 2021

J. Phys.: Conf. Ser.

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This study aims to determine the learning of mathematics through light scales media from used goods. Students’ understanding of weight comparison is still experiencing difficulties. Students often mistakenly distinguish heavy objects from light objects. Teachers have tried to make improvements through learning methods, but only 20% of student learning outcomes have been completed. Therefore, researchers conduct action research studies in the form of treatment for learning media applications. The research subjects were 30 first grade students. Data collection techniques in this study are through observation, tests, and documentation. The results of the study prove that the use of lamp scales media of used goods in mathematics learning that is in the initial conditions, 24 students have not reached skills, but in the first cycle, the number of students who have not reached mastery decreased to 15 students and in the second cycle all students have reached completeness. This study concludes that the use of media scales lamps from secondhand goods can develop mathematical learning understanding, especially in the theory of weight comparison.

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An analysis of the amount and characteristics of writing prompts in Grade 3 mathematics student books

Cited by 9 publications

References 22 publications

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

Analysis of writing prompts in South African physical sciences textbooks for Grade 12 learners

Learning mathematics through media scales of lamps from used goods

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