Assessing the potential of mathematics textbooks to promote deep learning

Shield, Malcolm J.; Dole, Shelley

doi:10.1007/s10649-012-9415-9

Cited by 97 publications

(68 citation statements)

References 11 publications

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“…At this point, it is necessary to consider that the approach that has received more attention from previous literature is the deep approach to learning (Chen & McNamee, 2011;De la Rosa & Bernardo, 2013;McInerney et al, 2012;Murayama et al, 2013;Shield & Dole, 2013). In this context, the longitudinal study conducted by Murayama et al (2013) is noteworthy.…”

Section: Discussionmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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. How affective-motivational variables and approaches to learning relate to mathematics achievement in upper elementary levels. Learning and Individual Differences, 49,31. AbstractThe relationship between students´ motivation and attitudes towards mathematics, the approaches to learning they use, and their achievement in mathematics has been widely documented in middle school and further academic levels. However, the empirical research in earlier educational stages remains scarce. This study analyzed the predictive value of affective-motivational variables and deep and surface approaches to learning on mathematics achievement in a sample of 524 upper elementary students. Multiple linear regression analysis was used to examine the predictors of mathematics achievement.Mathematics enjoyment positively predicted mathematics achievement and age and the use of the surface approach to learning negatively predicted mathematics achievement.The variables in the model explained 21.3% of the variance in mathematics achievement.Mean differences in the affective-motivational variables and approaches to learning occurred between students with very high and very low achievement in Mathematics, yielding further evidence of important differences between the achievement extremes.

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Section: Discussionmentioning

confidence: 99%

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

García

Pérez

Betts

et al. 2016

Learning and Individual Differences

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“…Using these goals, the authors examined the extent to which these goals were pursued in two Australian textbooks. The authors later developed their model and extended the analysis to encompass five textbook series (Shield & Dole, 2013). Tasks and examples appear as illustrative cases of the analysis, but the corresponding content requirements (in terms of techniques) are not analysed.…”

Section: Proportion In School Textbooksmentioning

confidence: 99%

Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion

Wijayanti

Winsløw

2017

REDIMAT

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We present a new method in textbook analysis, based on so-called praxeological reference models focused on specific content at task level. This method implies that the mathematical contents of a textbook (or textbook part) is analyzed in terms of the tasks and techniques which are exposed to or demanded from readers; this can then be interpreted and complemented by a discussion of the discursive and theoretical level of the text. The praxeological reference model is formed by the analyst to categorize various elements of the text, in particular the tasks and techniques which it explains or requires from readers. We demonstrate the methodological features of this approach by analyzing examples and exercises in three Indonesian textbooks, focusing on the chapters dealing with arithmetic proportion (defined theoretically by the model). We also illustrate how this rigorous analysis can be used to provide a quantitative “profile” of textbooks within a topic.

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“…Thus, one might expect a large variation in how textbooks treat the theme. In this paper we analysed the proportion sector as it appears in the following three textbooks, which are the only textbooks which are both authorized for grade 7 in the year 2014 and digitally available : Nuharini and Wahyuni (2008). The digital (online) access of the three books means that they are widely used.…”

Section: Our Contextmentioning

confidence: 99%

“…However, sometimes the two techniques (one from the sector we study, one from without) may be rather difficult to separate, or we need to make strong assumptions to classify the tasks. We found two such cases in the three textbooks: one exercise (Nuharini & Wahyuni, 2008) in which students need to use knowledge about similar triangles (and then solve a task of type 1 ), another one in which substantial modelling needs to be done from a described situation before one gets to an inverse proportion problem (of type 7 ). Our model can only be used to account for the proportion part of these exercises.…”

Section: Combination With Techniques From Other Sectorsmentioning

confidence: 99%

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Díez-Palomar

2017

REDIMAT

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Assessing the potential of mathematics textbooks to promote deep learning

Cited by 97 publications

References 11 publications

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion

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