scholarly journals Analysis on word problems of elementary mathematics textbooks - focusing on syntax and semantics -

2005 ◽  
Vol 8 (1) ◽  
pp. 197-226
Author(s):  
Sung-Joon Kim ◽  
Han-Na Kim
Keyword(s):  
Word Problems ◽  
Elementary Mathematics ◽  
Mathematics Textbooks

An Analysis of Addition and Subtraction Word Problems in American and Soviet Elementary Mathematics Textbooks

1986 ◽  
Vol 3 (3) ◽  
pp. 153-171 ◽  
Author(s):  
James W. Stigler ◽  
Karen C. Fuson ◽  
Mark Ham ◽  
Myong Sook Kim
Keyword(s):  
Word Problems ◽  
Elementary Mathematics ◽  
Mathematics Textbooks ◽  
Addition And Subtraction

scholarly journals Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2123
Author(s):  
Raúl Tárraga-Mínguez ◽  
Julio Tarín-Ibáñez ◽  
Irene Lacruz-Pérez
Keyword(s):  
Primary Education ◽  
Word Problems ◽  
Educational Institution ◽  
Educational Practice ◽  
Low Complexity ◽  
Semantic Structure ◽  
Mathematics Textbooks ◽  
Situational Contexts ◽  
Official Curriculum ◽  
Teaching Learning

A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving.

Word problems in elementary mathematics

1964 ◽  
Vol 11 (1) ◽  
pp. 10-11
Author(s):  
Adaline P. Hagaman
Keyword(s):  
Word Problems ◽  
Elementary Mathematics ◽  
Mathematical Thinking ◽  
The Other ◽  
Arithmetic Teaching

Teachers know that children learn best when they understand the meaning of what they are learning, in terms of their own experiences and interests. There are two kinds of meanings in arithmetic. One is the intrinsic meaning of the quantitative relationships Which underlie mathematical thinking. The other is the functional meaning, connected with children's experiences. Both kinds of understanding are essential in arithmetic teaching. The intrinsic involves the abstract meanings of elementary mathematics, and the functional applies arithmetic to practical, concrete situations

scholarly journals Mathematics Curriculum Effects on Student Achievement in California

AERA Open ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 233285841769051 ◽  
Author(s):  
Cory Koedel ◽  
Diyi Li ◽  
Morgan S. Polikoff ◽  
Tenice Hardaway ◽  
Stephani L. Wrabel
Keyword(s):  
Student Achievement ◽  
Marginal Cost ◽  
Elementary Mathematics ◽  
Mathematics Curriculum ◽  
The Other ◽  
Elementary Grades ◽  
Mathematics Textbooks ◽  
Positive Effects ◽  
Grade 3 ◽  
Math Test

We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.

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