Mathematics textbooks, opportunity to learn and student achievement

Törnroos, Jukka

doi:10.1016/j.stueduc.2005.11.005

Cited by 147 publications

(143 citation statements)

References 2 publications

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“…This means that if textbooks differ, students will get a different OTL (Haggarty & Pepin, 2002). As a result, different student outcomes will appear, which is confirmed by several studies that found a strong relation between the textbook used and the mathematics performance of the students (see, e.g., Tornroos, 2005;Xin, 2007).…”

Section: Opportunity-to-learn and The Role Of Textbooksmentioning

confidence: 60%

“…Teachers' decisions about the selection of content and teaching strategies are often directly set by the textbooks teachers use (Freeman & Porter, 1989;Reys, Reys, & Chavez, 2004). Therefore, textbooks are considered to determine largely the degree of students' OTL (Schmidt et al, 1997;Tornroos, 2005). This means that if textbooks differ, students will get a different OTL (Haggarty & Pepin, 2002).…”

Section: Opportunity-to-learn and The Role Of Textbooksmentioning

confidence: 99%

“…This conclusion adds to earlier studies that showed a positive relation between OTL provided in textbooks and student achievement: The students learn what is Btaught^by the textbook. For example, Tornroos (2005) found a high correlation between student achievement in a test and the amount of textbook content related to the test items. Also, Xin (2007) revealed that the algorithmic strategy used by Chinese students to solve word problem tasks was the strategy suggested in their textbooks.…”

Section: Opportunity-to-learn and Students' Difficultiesmentioning

confidence: 99%

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Opportunity-to-learn context-based tasks provided by mathematics textbooks

2015

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Based on the findings of an error analysis revealing that Indonesian ninth-and tenthgraders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students' difficulties in solving these tasks. An analysis framework was developed to investigate the characteristics of tasks in textbooks from four perspectives: the type of context used in tasks, the purpose of context-based tasks, the type of information provided in tasks, and the type of cognitive demands of tasks. With this framework, three Indonesian mathematics textbooks were analyzed. Our analysis showed that only about 10 % of the tasks in the textbooks are context-based tasks. Moreover, at least 85 % of these tasks provide exactly the information needed to solve them and do not leave room for students to select relevant information by themselves. Furthermore, of the context-based tasks, 45 % are reproduction tasks requiring performing routine mathematical procedures, 53 % are connection tasks requiring linking different mathematical curriculum strands, and only 2 % are reflection tasks, which are considered as tasks with the highest level of cognitive demand. A linkage between the findings of the error analysis and the textbook analysis suggests that the lacking opportunity-to-learn in Indonesian mathematics textbooks may cause Indonesian students' difficulties in solving context-based tasks. Based on the results of this study, recommendations are given for improving the opportunities-tolearn to solve context-based tasks as well as for doing further research on this topic.

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Section: Opportunity-to-learn and The Role Of Textbooksmentioning

confidence: 60%

Section: Opportunity-to-learn and The Role Of Textbooksmentioning

confidence: 99%

Section: Opportunity-to-learn and Students' Difficultiesmentioning

confidence: 99%

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Opportunity-to-learn context-based tasks provided by mathematics textbooks

2015

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“…Indeed, several studies (e.g., Husén 1967;Tornroos 2005) have found that curriculum and instructional materials are important for students' OTL. Yet, there were also studies (e.g., Grouws and Cebulla 2000;Hiebert and Grouws 2007) which revealed that students' mathematical performance is largely influenced by teachers' teaching practices.…”

Section: Theoretical Background Otl Offered By Teachersmentioning

confidence: 99%

Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks

2015

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In this study, we investigated teachers' teaching practices and their underlying beliefs regarding context-based tasks to find a possible explanation for students' difficulties with these tasks. The research started by surveying 27 Junior High School teachers from seven schools in Indonesia through a written questionnaire. Then, to further examine teachers' teaching practices related to context-based tasks, four teachers were observed and video recorded in two mathematics lessons in which they were asked to deal with context-based tasks. The questionnaire data revealed that the teachers had a tendency toward a view on teaching and learning mathematics which includes encouraging students to be actively involved in solving problems in various contexts. Although this finding suggests that the teachers may offer opportunities to learn context-based tasks to students, the questionnaire data also revealed that the teachers saw context-based tasks as plain word problems. Furthermore, the observations disclosed that their teaching was mainly teacher-centered and directive, which is not considered to be supportive for learning to solve context-based tasks. Combining the findings of this study with the results from our earlier study on Indonesian students' errors when solving context-based tasks, we found a relationship between how Indonesian teachers teach context-based tasks and the errors Indonesian students make in solving these tasks. These findings support the conclusion that insufficient opportunity-to-learn to solve context-based tasks offered by teachers is a possible explanation for students' difficulties in solving these tasks.Math Ed Res J (2015) 27:637-662 DOI 10.1007/s13394-015-0157-

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“…in textbooks) are often regarded as influencing, and sometimes determining, the degree of students' opportunities to learn (e.g. Haggarty and Pepin 2002;Schmidt et al 1997;Törnroos 2005). As such, Sullivan and Mousley (2001), for example, have argued that teacher professional development should focus on supporting teachers in understanding the complexity of decision-making about classroom tasks (this idea being taken up by Clarke et al 2009 andZaslavsky andSullivan 2011, and by several chapters in Tirosh and Wood 2008).…”

Section: Introductionmentioning

confidence: 99%

Research on mathematics teachers as partners in task design

Jones

Pepin

2016

J Math Teacher Educ

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Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the 'design' of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical 'tasks'; the nature of 'task design'; and the notion of 'partnerships for task design' in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that 'task design' needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.

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Mathematics textbooks, opportunity to learn and student achievement

Cited by 147 publications

References 2 publications

Opportunity-to-learn context-based tasks provided by mathematics textbooks

Opportunity-to-learn context-based tasks provided by mathematics textbooks

Teachers’ teaching practices and beliefs regarding context-based tasks and their relation with students’ difficulties in solving these tasks

Research on mathematics teachers as partners in task design

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