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

Ham, A. van den; Heinze, Aiso

doi:10.1016/j.stueduc.2018.07.005

Cited by 72 publications

(48 citation statements)

References 12 publications

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“…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

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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.

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Section: Discussionmentioning

confidence: 99%

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

2020

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“…This is in accordance with what Kim stated, Kom & King textbooks are a means of interpreting content and curriculum methods to efficiently achieve the curriculum objectives that have been prepared. Thus, textbooks are more practical to use in learning because they have been adapted to the curriculum [35].…”

Section: Literature Reviewmentioning

confidence: 99%

The Relevance of Reading Materials Presentation in Indonesian Textbook for Grade Vii Junior High School: Learner Characteristics Review

Rahmawati¹,

Kurniawati²,

Kusmanto³

et al. 2020

ujer

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“…The topic of development of combinatorial abilities as a necessary component of the professionalism of a modern primary school teacher increasingly often presents the interest of Russian and foreign researchers studying the relationship between emotional intelligence and cognitive abilities [1], cognitive foundations of scientific literacy [2], the relationship between intellect and academic achievements [3], and the general deep structures of early mathematical literacy [4][5][6][7][8][9]. The issues of the creativity of didactic materials and the effect of the choice of a mathematics textbook on the performance of primary school students are also becoming the subject of scientific and methodological research [10,11].…”

Section: Introductionmentioning

confidence: 99%

Development of combinatorial abilities of students in the process of developing compositions of mathematical problems

Savenkov

Романова

Bold³

2021

SHS Web Conf.

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Well-developed combinatorial abilities are an essential component of the professionalism of a modern primary school teacher. The goal of the present study is to search for methodological techniques for lessons on the methods of teaching mathematics in primary school that would activate the interconnection of logical thinking and several non-cognitive abilities of teachers in training. Said interconnection is viewed as a means allowing diagnosing and developing the combinatorial abilities of future primary school teachers. The study implements testing methods with consecutive mathematical processing. Assessment of the non-cognitive factors (the level of general cultural development, general humanitarian training, characteristics of the microenvironment, the level of general psychosocial development, etc.) involved the methods assessing academic success and psychosocial development level, as well as expert assessment of the level of general cultural development. These data were compared with the level of development of pedagogical university students’ logical thinking determined through Raven’s Progressive Matrices. The forming stage of the study involved original methodological techniques used to stimulate university students’ interest in creating compositions of textual mathematical problems for primary school students. The proposed methodological solutions to the problems of the diagnostics and development of combinatorial thinking in future teachers understood as a combination of logical thinking and several non-cognitive factors have shown themselves to be effective. The development of compositions of textual mathematical problems for primary school students is an effective means of developing future teachers’ combinatorial abilities.

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

Cited by 72 publications

References 12 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

The Relevance of Reading Materials Presentation in Indonesian Textbook for Grade Vii Junior High School: Learner Characteristics Review

Development of combinatorial abilities of students in the process of developing compositions of mathematical problems

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