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Teachers' views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose?

Hendrik Van Steenbrugge (UGent) , Martin Valcke (UGent) and Annemie Desoete (UGent)
(2013) JOURNAL OF CURRICULUM STUDIES. 45(3). p.322-353
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Abstract
The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers' views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers' views of mathematics textbook series, the question Does it really matter which mathematics textbook series schools choose' has to be answered positively. Implications of the findings are discussed.
Keywords
CURRICULUM MATERIALS, EDUCATION, DIFFICULTIES, FRAMEWORK, REFORM, mathematics education, elementary school, mathematics textbook series, mediating variables, students' performance, ELEMENTARY MATHEMATICS

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MLA
Van Steenbrugge, Hendrik, Martin Valcke, and Annemie Desoete. “Teachers’ Views of Mathematics Textbook Series in Flanders: Does It (not) Matter Which Mathematics Textbook Series Schools Choose?” JOURNAL OF CURRICULUM STUDIES 45.3 (2013): 322–353. Print.
APA
Van Steenbrugge, H., Valcke, M., & Desoete, A. (2013). Teachers’ views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose? JOURNAL OF CURRICULUM STUDIES, 45(3), 322–353.
Chicago author-date
Van Steenbrugge, Hendrik, Martin Valcke, and Annemie Desoete. 2013. “Teachers’ Views of Mathematics Textbook Series in Flanders: Does It (not) Matter Which Mathematics Textbook Series Schools Choose?” Journal of Curriculum Studies 45 (3): 322–353.
Chicago author-date (all authors)
Van Steenbrugge, Hendrik, Martin Valcke, and Annemie Desoete. 2013. “Teachers’ Views of Mathematics Textbook Series in Flanders: Does It (not) Matter Which Mathematics Textbook Series Schools Choose?” Journal of Curriculum Studies 45 (3): 322–353.
Vancouver
1.
Van Steenbrugge H, Valcke M, Desoete A. Teachers’ views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose? JOURNAL OF CURRICULUM STUDIES. 2013;45(3):322–53.
IEEE
[1]
H. Van Steenbrugge, M. Valcke, and A. Desoete, “Teachers’ views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose?,” JOURNAL OF CURRICULUM STUDIES, vol. 45, no. 3, pp. 322–353, 2013.
@article{2971104,
  abstract     = {{The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in order to examine the influence of mathematics textbook series on student learning, the need to take into account mediating variables between the mathematics textbook series and the enacted curriculum is stressed. This paper focuses on one such mediating variable: teachers' views of mathematics textbook series. Views of a mathematics textbook series of 814 teachers and mathematics performance results of 1579 students were analysed. The results point out that, with regard to teachers' views of mathematics textbook series, the question Does it really matter which mathematics textbook series schools choose' has to be answered positively. Implications of the findings are discussed.}},
  author       = {{Van Steenbrugge, Hendrik and Valcke, Martin and Desoete, Annemie}},
  issn         = {{0022-0272}},
  journal      = {{JOURNAL OF CURRICULUM STUDIES}},
  keywords     = {{CURRICULUM MATERIALS,EDUCATION,DIFFICULTIES,FRAMEWORK,REFORM,mathematics education,elementary school,mathematics textbook series,mediating variables,students' performance,ELEMENTARY MATHEMATICS}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{322--353}},
  title        = {{Teachers' views of mathematics textbook series in Flanders: does it (not) matter which mathematics textbook series schools choose?}},
  url          = {{http://dx.doi.org/10.1080/00220272.2012.713995}},
  volume       = {{45}},
  year         = {{2013}},
}

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