Repeating and growing patterns in early mathematics textbooks

Grenell, Amanda; Hine, Ellie; Fyfe, Emily R.

doi:10.1080/00220272.2024.2319659

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…Their results show that Indonesian textbooks provide greater learning opportunities than Singaporean textbooks, although the latter are dominated by visual form, as opposed to the former which contains a purely mathematical form. Furthermore, in the United States, the topic of patterns in K-12 textbooks has been analyzed [42], stating that most activities are simplistic and there is little variability in complexity in the materials and structure of the pattern. It is necessary to optimize the tasks to provide more learning opportunities for students.…”

Section: Background On Activity Analysis With Statistical Graphs In T...mentioning

confidence: 99%

Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education

Bustamante-Valdés,

Díaz-Levicoy,

Alarcón-Bustamante

2024

EJIHPE

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The aim of this paper is to analyze the formative and evaluative activities involving statistical graphs in the new textbooks for Chilean rural multigrade education. The methodology is qualitative, at a descriptive level and uses the content analysis technique. The sample is made up of the six primary education textbooks distributed by the Ministry of Education for rural multigrade schools. The results show the predominance of the bar chart, semiotic level 3, the task of calculating and the personal context in both types of activities, although with respect to the reading level, it is evident that level 4 predominates in the formative activities and level 2 in the evaluative ones. According to the results, it is recommended to incorporate graphs proposed by the curricular guidelines of the Ministry of Education, which are absent in textbooks as well as to include evaluative activities that require reflection on the nature of the data, context, representation and conclusions obtained from them.

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Section: Background On Activity Analysis With Statistical Graphs In T...mentioning

confidence: 99%

Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education

Bustamante-Valdés,

Díaz-Levicoy,

Alarcón-Bustamante

2024

EJIHPE

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The (in)effectiveness of training domain‐general skills to support early math knowledge

Fyfe,

Borriello

2024

Child Dev Perspectives

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Researchers agree that both domain‐general skills and domain‐specific skills contribute to mathematics knowledge, but questions arise as to which skills can and should be trained to improve children's learning outcomes. In this article, we synthesize research on training three domain‐general constructs in early childhood (patterning skills, working memory, and spatial reasoning) and their causal links to mathematics knowledge. The results are clear: Practice with these domain‐general tasks is unlikely to transfer to higher scores on measures of mathematics knowledge, especially for preschool‐aged children. Based on this evidence, we argue against using isolated domain‐general training to enhance math knowledge in early childhood. We offer recommendations for researchers and practitioners to optimize best practices in this area.

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Repeating and growing patterns in early mathematics textbooks

Cited by 2 publications

References 32 publications

Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education

Analysis of Formative and Evaluative Activities on Statistical Graphs in Textbooks for Chilean Rural Multigrade Education

The (in)effectiveness of training domain‐general skills to support early math knowledge

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