An Elementary Mathematics Curriculum Study to Determine if Achievement and Attitude can be Influenced by a Textbook Adoption

<p>There is on the market a wide range of contemporary mathematics textbooks available. Textbooks approach mathematics differently and there is a variation in terms of the amount of time allocated to a topic, the development of elementary concepts and laws of arithmetic, and the amount of drill and repetition. The sequential development of the texts follows closely, but the scope and content differ significantly. Specifically, it is the purpose of this study to determine if there is a significant difference between series, as opposed to those in another mathematics series, in the variables of attitude and achievement. The two textbooks used in this study approach the teaching of arithmetic in a different manner, even though both are considered contemporary mathematics textbooks.</p>

Name thesis:degree_name

Master of Education (MEd)

Discipline thesis:degree_discipline

Education

Year dc:date.available

1970

Author dc:creator

• Railey, Elsie M.

Contributors dc:contributor

• William Floyd
• Dale R. Comstock
• D. Daryl Basler

• mathematics
• education
• textbook adoption
• curriculum
• Curriculum and Instruction
• Educational Assessment, Evaluation, and Research
• Elementary Education

Repository record dc:identifier

https://digitalcommons.cwu.edu/etd/1404

OAI identifier oai:identifier

oai:digitalcommons.cwu.edu:etd-2429