Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics

Research collected and reviewed a number of empirical studies in the field of educational research regarding the analysis of mathematics textbooks to provide summary and overview the information there in. The questions were identified via Google Scholar and collected from different data sources. A total of 44 papers published from 1953 to 2015 were selected based specific criteria, with 24 articles include in the SSCI database. Descriptive statistics were used to evaluate and interpret the results. A perspective on the learning analysis methods was used to collect studies and showed the mathematics textbooks analyzed were investigated under four themes: The analysis of standards, distributive property, language in mathematics, and others. School’s level which is investigated textbooks: Kindergarten, elementary, junior school, and senior school. Subjects covered in the mathematics textbooks included algebra and arithmetic, geometry, measurement, data analysis and probability, number and operations, among others. Research found the most frequently discussed in perspective on learning was the analysis of the standards and the distributive property (15 studies), the most common subject was number and operations (16 studies), and the highest number in school’s level was elementary school (18 studies). Nevertheless, fewer studies have been found to analyzing mathematics textbooks. Future research can pay attention for the relevant theoretical issues and collaborate studies in more perspective learning analysis.

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A review and content analysis of mathematics textbooks in educational research

The consideration of context is crucial in the discipline of statistics. In this paper, I present a Foucauldian discourse analysis (FDA) of two popular high school mathematics textbook series in the United States investigating what contextual situations they construct for the (re)use of statistics. As FDA is a novel approach in statistics education,an extended discussion is provided to help show a rationale for its use and to provide a foundation for others. An important finding is that the contextualized situations presented in both textbook series are predominantly fictional, neutral, and providelimited raw data. The findings have implications for the teaching and learning of statistics in view ofrecent calls for more focus on data and statistical literacy in schools.
First published November 2019 at Statistics Eduation Research Journal Archives

The contextualized situations constructed for the use of statistics by school mathematics textbooks

Abstract Background Data literacy is increasingly important in today’s data-driven world. Students across many educational systems first formally learn about data in elementary school not as a separate subject but via the mathematics curriculum. This experience can create tensions in the priorities of learning and assessment given the presence of other foundational mathematics content domains such as numbers, algebra, measurement, and geometry. There is a need to study data literacy in comparison to these other content domains in elementary mathematics. To address this need, we developed a methodology motivated by thinking curriculum theory and aligned with international assessment framework, for comparative analysis across mathematics content domains. This methodology examined increasing levels of cognitive domains from knowing to applying to reasoning across mathematics content domains. Intended, assessed, and attained curricula were analyzed using Singapore as a case study, combined with broader comparisons to attainments in four East Asian countries in TIMSS, an international large-scale assessment. Results We found that learning in the data domain had very limited coverage in intended and assessed curricula in Singapore. However, compared to other mathematics content domains, the data curriculum placed heavier emphasis on higher-order cognitive domains including the use of generally difficult mixed data visualizations. This demanding curriculum in Singapore was associated with the highest attainment in the data domain among average 4th grade Singaporean students relative to students in four East Asian countries in TIMSS, as analyzed by quantile regression. However, lower-performing Singaporean students at the 10th percentile generally did not outperform their East Asian peers. We further found very limited applications of data in other mathematics domains or cross-domain learning more generally. Conclusion Our study offers a comparative analysis of the data curriculum in elementary school mathematics education. While the data curriculum was cognitively demanding and translated to very high average attainments of Singaporean students, the curriculum did not equally help weaker Singaporean students, with implications on current discourse on equity–excellence trade-off in science, technology, engineering, and mathematics (STEM) education. Our study further highlights the lack of cross-domain learning in mathematics involving data. Despite the broad applicability of data science, elementary school students’ first formal experience with data may lack emphasis on its cross-domain applications, suggesting a need to further integrate data skills and competencies into the mathematics curriculum and beyond. 

/pdf/learning-data-science-in-elementary-school-mathematics-a-3esljog6.pdf

Learning data science in elementary school mathematics: a comparative curriculum analysis

Resumen En este estudio se analiza la presencia de la estadistica y la probabilidad en nueve proyectos editoriales para alumnos espanoles de 3 a 6 anos, considerando que las directrices curriculares internacionales contemporaneas promueven la ensenanza de estos contenidos a partir de los 3 anos. Para la obtencion de los datos, se ha disenado un instrumento a partir de la tecnica del analisis de contenido y, posteriormente, ha sido validado por seis expertos. La version final del instrumento de analisis esta formada por diecisiete categorias, organizadas en cuatro dimensiones: 1) Descripcion del proyecto editorial; 2) Presencia de la estadistica y la probabilidad; 3) Contenidos que se tratan; 4) Planificacion y gestion. Los resultados obtenidos muestran que la presencia de la estadistica y la probabilidad en los proyectos editoriales analizados es escasa y que no ofrecen suficiente informacion al profesorado para promover la alfabetizacion estadistica y probabilistica. Se concluye que es necesario que los proyectos editoriales repiensen las tareas que se proponen a los alumnos de 3 a 6 anos para que, en su conjunto, permitan desarrollar una postura critica ante la avalancha de datos y las situaciones de incertidumbre de nuestro entorno.

/pdf/la-educacion-estadistica-y-probabilistica-en-proyectos-56iecgenuf.pdf

La educación estadística y probabilística en proyectos editoriales de Educación Infantil

This study reports on the statistical content of five U.S. textbook series written for elementary students in grades 1-5. The researchers examined 17,688 pages and coded 7445 statistical tasks to d...

The Statistical Content of Elementary School Mathematics Textbooks.

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The Statistical Content of Elementary School Mathematics Textbooks.