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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
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
CURRICULUM MATERIALS, EDUCATION, DIFFICULTIES, FRAMEWORK, REFORM, mathematics education, elementary school, mathematics textbook series, mediating variables, students' performance, ELEMENTARY MATHEMATICS
journal title
JOURNAL OF CURRICULUM STUDIES
volume
45
issue
3
pages
322 - 353
Web of Science type
Article
Web of Science id
000319106100002
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.779 (2013)
JCR rank
100/219 (2013)
JCR quartile
2 (2013)
ISSN
0022-0272
DOI
10.1080/00220272.2012.713995
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2971104
handle
http://hdl.handle.net/1854/LU-2971104
date created
2012-08-11 14:49:29
date last changed
2015-06-17 10:12:36
@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},
  keyword      = {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},
}

Chicago
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.
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.
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.
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.