Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Steenbrugge, Hendrik Van; Valcke, Martin; Desoete, Annemie

doi:10.1080/00220272.2012.713995

Cited by 33 publications

(28 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Accordingly, we cannot reject the null hypotheses that the textbooks do not affect children's learning progress in reading comprehension and engagement in reading. These results are somewhat surprising, given that former research on the effects of textbooks generally found significant effects for academic performance (Goffin et al, 2016;Bellens et al, 2019(e.g., Törnroos, 2005Van Steenbrugge et al, 2013;Hadar, 2017;van den Ham and Heinze, 2018). Furthermore, there are also several theoretical reasons to expect that textbooks matter for student's academic performance (Schmidt et al, 1997;Valverde et al, 2002;Törnroos, 2005) in reading comprehension and engagement.…”

Section: Discussionmentioning

confidence: 99%

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

2020

View full text Add to dashboard Cite

This study assessed whether textbooks affect academic performance and engagement in reading comprehension in primary education in Flanders (Belgium). The data of the Progress in International Reading Literacy Study 2016 and a reassessment of this study in 2018 were used to describe students' learning progress in reading comprehension and evolution in engagement between the fourth and sixth grade. The sample consisted of 3051 students in 98 schools. The averages of students' learning progress and engagement were compared for five textbooks by using multilevel autoregression model and multilevel change score models. Contrasts between textbooks in average learning progress and engagement were also estimated. To control for differences between student populations that are educated with the different textbooks, we controlled for student's socioeconomic status, language and initial academic performance in fourth grade at the student-and school-level. The main hypotheses were that textbooks affect learning progress and reading engagement. This was based on the literature and prior (mainly) cross-sectional research which describe textbooks as playing an important role in the curriculum that is taught to students on a daily basis. The results of both models showed that textbooks do not affect student's average learning progress in reading comprehension and evolution in engagement between the fourth grade and sixth grade in Flanders. Hence, the hypotheses were rejected.

show abstract

Section: Discussionmentioning

confidence: 99%

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

2020

View full text Add to dashboard Cite

show abstract

“…The method of this research is research and development. It was divided into 4 levels as follows : (1) research without testing; (2) testing without research; (3) research and test to develop an existing product; (4) research and test for creating the product that has not exist before. This research refers to 4 th level research and development [6].…”

Section: Methodsmentioning

confidence: 99%

“…Textbooks are printed and published sources designed to be used by teachers and students in the learning process. Textbooks provide explanations and exercises for students to complete and offer instructional guides for teachers [3]. Therefore, textbooks also support the implementation of authentic learning.…”

Section: Introductionmentioning

confidence: 99%

Developing Mathematics Module based on Realistic Mathematics Education (RME): Triangle Topic for 7 th grade of Junior High School

Sari¹,

Ditasona

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

View full text Add to dashboard Cite

Student problem in mathematics learning is understanding the abstract mathematical material and real problem in daily life. Therefore, this research aims to produce mathematics module with triangle topic for Junior High School at 7 th grade based on Realistic Mathematics Education (RME) which valid and effective for the process of learning and find out students positive response to the module. The module was arranged based on realistic mathematics education for emphasizing that module can help students reach more understanding through real context or real mind which concern in vertical mathematization and horizontal mathematization. The method of this research was research and development (RnD). This module contained real context topic which served on students activities, summary, exercises in every subtopic and final evaluation.

show abstract

“…Bozkurt and Bozkaya (2015) pointed that the electronic books are one of the sources of e-learning that provides the learner with the information and content knowledge required to complete the learning requirements and tasks. Van Steenbrugge et al (2013) indicates that the electronic book represents a new vision for the printed paper book in an electronic form with the addition of multimedia elements, super texts, and the search feature, in a way that combines the features of the printed paper book and the features of multimedia to deal with information. A somewhat different description for the electronic book is that it is a document that is accessible in a digital form known as .doc,.txt, HTML or XM for MS Word supported with multimedia that included a group of elements, illustrations, graphics, and animations that are provided through networks and CDs through a computer or mobile phone (Ormes 2002;Vidana 2003).…”

Section: Electronic Booksmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The role of academic electronic books in undergraduate students' achievement in higher education

Alsalhi

Al-Qatawneh

Eltahir

et al. 2020

Heliyon

View full text Add to dashboard Cite

The study objective was to seek the role of utilizing academic electronic books on Ajman University undergraduate students' achievement and faculty members viewpoints about their use. The study participants were 91 students, split into two groups the first group was empirical (46) and the other group was control (45) plus 220 members of the faculty. A performance test and a questionnaire were designed and implemented as tools of study. The results detected significant differences among both the empirical groups and the control groups, for the benefit of the empirical group; and faculty members exhibited highly favorable perspectives on the use of academic electronic books at their university. Faculty members' perceptions varied according to gender, college, and experience teaching, but the academic rank showed no influence.

show abstract

Teachers’ views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Cited by 33 publications

References 23 publications

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

Developing Mathematics Module based on Realistic Mathematics Education (RME): Triangle Topic for 7 th grade of Junior High School

The role of academic electronic books in undergraduate students' achievement in higher education

Contact Info

Product

Resources

About