id: 06649343
dt: j
an: 2016f.01224
au: Jones, Dustin L.; Brown, Megan; Dunkle, Alisha; Hixon, Lindsay; Yoder,
Nicole; Silbernick, Zach
ti: The statistical content of elementary school mathematics textbooks.
so: J. Stat. Educ. 23, No. 3, 22 p., electronic only (2015).
py: 2015
pu: Taylor \& Francis, Abingdon, Oxfordshire; American Statistical Association
(ASA), Alexandria, VA
la: EN
cc: K42 K43 K52 K53 U22 D32 U23 D33
ut: statistics; elementary education; primary education; textbook analyses;
mathematics textbooks; content analysis; stochastics; curriculum
ci:
li: http://ww2.amstat.org/publications/jse/v23n3/jones.pdf
ab: Summary: This study reports on the statistical content of five U.S.
textbook series written for elementary students in grades 1‒5. The
researchers examined 17,688 pages and coded 7445 statistical tasks to
determine (1) the distribution of statistical topics within textbooks,
and (2) the relative emphasis on the phases of the statistical problem
solving process (Formulate Questions, Collect Data, Analyze Data, and
Interpret Results). Different series contained markedly different
distributions of statistical content: two series located most
statistical content near the end of the text, whereas two other series
located statistical tasks more uniformly throughout the textbook. A
large majority of statistical tasks required students to Analyze Data,
with a heavy emphasis on the activities of reading displays and
performing mathematical calculations.
rv: