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.
Original languageEnglish
DOIs
StatePublished - 09.2019
Publication date09.2019
Number of pages6
PublisherUniversitätsbibliothek Paderborn

Proceedings

TitleProceedings of the Third International Conference on Mathematics Textbook Research and Development : 16-19 September 2019 Paderborn, Germany
EditorsSebastian Rezat, Lianghuo Fan, Mathias Hattermann, Jan Schumacher, Holger Wuschke
Pages311-316

Conference information

TitleICMT3
PlacePaderborn, Germany
Date16.09.1919.09.19

ID: 1012984