Word Problem Solving Tasks in Third-Grade Mathematics Textbooks: How Well Do they Align with Effective Teaching Practices?

Learning mathematics is difficult for many students, especially students with mathematics learning disabilities MLD. To improve the academic achievement for students with MLD, educational legislations (IDEA 2004; ESSA 2015) mandate that schools must use evidence-base core curricula. Textbooks conveys the intended values and principles for mathematics instruction and used by teachers to guide their goals and activities. In this study, I conducted a quantitative content analysis to examine the incorporation of five effective teaching practice (clear goals, reasoning and problem solving, visual representations, discourse and conceptual understanding, and strategy instruction) in word-problem solving tasks in six commonly used mathematics textbooks (Everyday Mathematics, Eureka Math, EnVision Math, Go Math, Math Expressions, and My Math). Results from the examined 1457 WPS tasks showed variations in the incorporation of practices with discourse and conceptual understanding being the most incorporated and strategy instruction the least incorporated. A series of ANOVA tests revealed significant differences between textbooks in incorporating effective teaching practices (visual representations, discourse and conceptual understanding, strategy instruction). Thus, teachers should assess textbooks activities with respect to effective teaching practices and use their professional knowledge to supplement the activities to ensure the implementation of effective core curricula for students with MLD.

Author dc:creator

• Alghamdi, Ahmed

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/11299/258709

OAI identifier oai:identifier

oai:conservancy.umn.edu:11299/258709