DOI

  • Henning Sievert
  • Ann-Katrin van den Ham
  • Aiso Heinze
In primary schools around the world, mathematics textbooks are the most relevant medium for lesson preparation for the vast majority of teachers. Though the field of textbook research is constantly growing, our knowledge about textbook effects on students learning is still rather constrained. In this contribution, three studies are presented, which address that research gap for the field of primary school arithmetic by using a large-scale longitudinal sample of 1664 students from Grade 1 to 3. The first study shows general effects of the textbooks on the students’ mathematical achievement in arithmetic over the first three years of schooling. Studies 2 and 3 deepen this analysis by focusing on two domains of strategy competence, namely the use of arithmetic principles (Grade 1) and an adaptive strategy choice (Grade 3), and explain the effects by the quality of opportunities to learn presented in the textbooks.
OriginalspracheEnglisch
DOIs
ZustandVeröffentlicht - 09.2019
Erscheinungsdatum09.2019
Seitenumfang6
Herausgeber (Verlag)Universitätsbibliothek Paderborn

Verfahren

Titel Proceedings of the Third International Conference on Mathematics Textbook Research and Development
RedakteureSebastian Rezat, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, Holger Wuschke
Seiten311-316

Konferenzinformationen

OrtPaderborn, Deutschland
Datum16.09.1919.09.19

ID: 1012984