Publikation: Forschung - Begutachtung › Zeitschriftenaufsätze

**Does the textbook matter? : Longitudinal effects of textbook choice on primary school students’ achievement in mathematics.** / van den Ham, Ann-Katrin; Heinze, Aiso.

Publikation: Forschung - Begutachtung › Zeitschriftenaufsätze

van den Ham, A-K & Heinze, A 2018, 'Does the textbook matter?: Longitudinal effects of textbook choice on primary school students’ achievement in mathematics' *Studies in Educational Evaluation*, Bd 59, S. 133-140. DOI: 10.1016/j.stueduc.2018.07.005

van den Ham, A-K., & Heinze, A. (2018). Does the textbook matter? Longitudinal effects of textbook choice on primary school students’ achievement in mathematics. *Studies in Educational Evaluation*, *59*, 133-140. DOI: 10.1016/j.stueduc.2018.07.005

van den Ham A-K, Heinze A. Does the textbook matter?: Longitudinal effects of textbook choice on primary school students’ achievement in mathematics. Studies in Educational Evaluation. 2018 Dez;59:133-140. Erhältlich von, DOI: 10.1016/j.stueduc.2018.07.005

@article{961bcc2b25844106bec84f1454b412e2,

title = "Does the textbook matter?: Longitudinal effects of textbook choice on primary school students’ achievement in mathematics",

abstract = "Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that mathematics teachers’ textbook choice has a substantial effect on the students’ mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.",

keywords = "Development of competences and transitions, Textbook effects, Development of mathematics achievement, Textbook effects, Development of mathematics achievement, Program evaluation, School-based evaluation",

author = "{van den Ham}, Ann-Katrin and Aiso Heinze",

year = "2018",

month = "12",

doi = "10.1016/j.stueduc.2018.07.005",

volume = "59",

pages = "133--140",

journal = "Studies in Educational Evaluation",

issn = "0191-491X",

publisher = "Elsevier",

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T1 - Does the textbook matter?

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AU - van den Ham,Ann-Katrin

AU - Heinze,Aiso

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N2 - Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that mathematics teachers’ textbook choice has a substantial effect on the students’ mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.

AB - Mathematics textbooks are ascribed an important role for classroom practice. Until now there are still open questions concerning the genuine effect of textbooks on students’ learning in mathematics. This paper examines the effect of different textbooks representing the same curriculum on the student achievement by reanalyzing a longitudinal data set on primary school students’ mathematics skills from Grade 1 to 3 (N = 1664). Results from multilevel regression analyses showed that mathematics teachers’ textbook choice has a substantial effect on the students’ mathematics achievement and that individual textbooks substantially differ in their effects. Furthermore, there are indications that the effect of textbook choice is cumulative over the school years. The findings suggest that textbooks should be considered as an important covariate in educational research and that textbook choice is a relevant factor for educational practice.

KW - Development of competences and transitions

KW - Textbook effects

KW - Development of mathematics achievement

KW - Textbook effects

KW - Development of mathematics achievement

KW - Program evaluation

KW - School-based evaluation

U2 - 10.1016/j.stueduc.2018.07.005

DO - 10.1016/j.stueduc.2018.07.005

M3 - Journal articles

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SP - 133

EP - 140

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

ER -

ID: 908038