Do textbooks address known learning challenges in area measurement? A comparative analysis

Hong, Dae Sik; Choi, Kyong Mi; Runnalls, Cristina; Hwang, Jihyun

doi:10.1007/s13394-018-0238-6

Cited by 22 publications

(22 citation statements)

References 36 publications

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“…American preservice teachers have poor conceptions of estimation, whether at elementary (Son et al, 2019) or secondary levels (Subramaniam, 2014). Internationally, textbooks rarely address estimation adequately, as found in studies comparing textbooks used in Korea and the United States (Hong et al, 2018) and Finland, Singapore and Sweden (Sayers et al, 2019). That being said, an issue missing in the research literature is the role of estimation in curricula.…”

Section: Introductionmentioning

confidence: 99%

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Sunde

Petersson

Nosrati

et al. 2021

Scandinavian Journal of Educational Research

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Acknowledging evidence that the ability to estimate has major consequences for both later mathematics learning and real-world functionality, this paper examines the national mathematics curriculum for compulsory school for each of Denmark, Norway and Sweden for the estimation-related opportunities it offers children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), each of which is implicated differently in the later learning of mathematics, analyses indicated that none of the four forms of estimation were addressed explicitly in the Norwegian curriculum. Expectations of computational and measurement estimation were present in both the Danish and the Swedish curricula, although neither referred to either quantity or number line estimation. Even when estimation-related learning outcomes were articulated, there was no evidence of the processes by which they might be realised. Finally, there were no acknowledgements that estimation may contribute to the learning of other mathematical topics.

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Section: Introductionmentioning

confidence: 99%

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Sunde

Petersson

Nosrati

et al. 2021

Scandinavian Journal of Educational Research

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“…Although both textbook series are referred to as reform‐based textbooks, they are somewhat different. Go‐Math is identified as reform‐based but with a more traditional orientation because it stresses fluency, procedures, and memorization; whereas, Investigations is identified as reform‐based but with a more progressive orientation because it places more emphasis on mathematical thinking and opportunities for students to create strategies and make mathematical connections (Hong et al., 2018; Polikoff, 2015; Remillard et al., 2014). The data used for this study come from the first‐grade lesson books on whole number addition and subtraction problems that contained at least one word problem.…”

Section: Methodsmentioning

confidence: 99%

“…Within the existing textbook analysis research, most studies were interested in examining if reform‐based textbooks effectively translated and incorporated the new standards under the mathematical reform (e.g., Hong et al., 2018; Jitendra et al., 2005; Polikoff, 2015). The results of the textbook analyses indicated that the answer was not always “Yes”.…”

Section: Introductionmentioning

confidence: 99%

“…When teachers shape their lessons, they resort to different resources including textbooks, their own content knowledge, and online supplemental materials (Dossey et al, 2016;Fagginger Auer et al, 2016). Among these resources, textbooks have been considered crucial and a primary source for teachers to identify content and to decide what to teach (Hong et al, 2018;Sievert et al, 2019;Stein et al, 2007). Textbooks can greatly influence teachers' teaching and professional support and students' opportunities to learn while emphasizing different mathematical dimensions, such as strategy choice, conceptual understanding, procedural fluency, and problem-solving ability (e.g., Cai & Cirillo, 2014;Fagginger Auer et al, 2016;Remillard et al, 2014;Van den Ham & Heinze, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Addition and subtraction word problem tasks in reform‐based textbooks

Bofferding

Xin

2021

School Sci & Mathematics

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One of the factors associated with the less than positive mathematics performance of American students could be poorly designed textbooks that fail to facilitate the development of critical mathematical ideas. This study examined two reform-based textbooks (Go math! and Investigations) in reference to essential, mathematical big ideas emphasized in the Essential Understanding Series (EU) presented by NCTM against the backdrop of mathematics education reform. In particular, we analyzed the features of the lessons for teaching addition and subtraction word problem solving.In some aspects, the results indicated that in terms of teaching problem comprehension and algebra readiness, the two textbook series showed improvement compared to formerly used textbooks. However, both textbook series may fall short of reflecting some important EU big ideas (e.g., teaching the underlying structure and partpart-whole relation of addition and subtraction word problems; providing students with chances to deal with exhaustive problem types and situations). In particular, our findings highlight the need for teaching word problem solving through building abstract level conceptual understanding. Implications for future textbook developing and limits are discussed. K E Y W O R D Saddition, curriculum analysis, subtraction, word problems | Textbooks used in the USASince the 1980s, the National Council of Teachers of Mathematics [NCTM] has pushed for mathematics reform in the U.S. by developing substantial standards for instruction. Their mathematics reform advocates that mathematics education should not only focus on teaching traditional skills (e.g., computation and procedural skills) but place more emphasis on building deeper mathematics learning, such as conceptual understanding, mathematical reasoning, problem solving, and student-centered learning (e.g., National Council of Teachers of Mathematics [NCTM], 1989[NCTM], , 2000. As the reform has continued over the past decades, NCTM has provided sets of standards that explicitly embody the spirit of the mathematics reform. In summary, the standards stressed that high quality mathematics education should promote constructivist learning, sense making, mathematical reasoning, and a student-centered orientation, focusing on students' thinking and the use of multiple strategies to solve a problem (e.g., NCTM, 2000; National Council of Teachers of Mathematics, 2014). Later, the mathematics reform moved towards establishing a set of national common standards for students across all the states. Under this circumstance, the Common Core State Standards for Mathematics (CCSSM) were released and adopted by most states. Based on the NCTM standards, the CCSSM pushed for deeper knowledge mastery, a coherent body of ideas, and application in mathematics learning (Common Core State Standards Initiative [CCSSI], 2012). Although some standards are different in the CCSSM from NCTM, the spirit of the ideas is still the same.Traditional U.S. textbooks, those which were commonly adopted before (and during)...

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“…In the classroom, textbooks offer opportunities to learn (OTL) mathematics (Hong, Choi, Runnalls, & Hwang, ; Otten et al, ; Smith, Males, Dietiker, Lee, & Mosier, ; Smith et al, ). OTL is often defined as whether or not students have had the opportunity to study a particular topic or learn how to solve a particular type of problem (Floden, ; Liu, ).…”

Section: Literature Reviewmentioning

confidence: 99%

How well aligned are common core textbooks to students’ development in area measurement?

Hong

Choi

Runnalls

et al. 2019

School Sci & Mathematics

Self Cite

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Among dozens of factors that influence mathematics teaching in the elementary classroom, textbooks endure as a significant contributor to the conversation. While teachers have many considerations while lesson planning, the textbook often forms an important launch point in determining what to include in lessons and how to do so. It follows that discrepancies between textbooks and research-recommended pathways for learning may lead to concerns or issues with pacing in the classroom. To explore this idea further, this study examined the alignment between three popular Common Core-aligned textbooks series and learning trajectories with respect to the topic of area measurement. Our findings indicated key differences in the ways textbooks presented area lessons and research-recommended ways of learning area topics, including a lack of appropriate area topic coverage in early grades and a mismatch of timing of concepts in later grades. The results indicated that the standards-based textbooks examined may lack attention to important topics in the pacing of area instruction, and suggest the need to inform both preservice and inservice teachers about the gap between textbook lessons and area learning trajectories so that development steps in area learning trajectory can be included in lesson plans. K E Y W O R D Scurriculum, curriculum standards, geometry, math/math education, textbooks

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Do textbooks address known learning challenges in area measurement? A comparative analysis

Cited by 22 publications

References 36 publications

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Estimation in the Mathematics Curricula of Denmark, Norway and Sweden: Inadequate Conceptualisations of an Essential Competence

Addition and subtraction word problem tasks in reform‐based textbooks

How well aligned are common core textbooks to students’ development in area measurement?

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