id: 06470599
dt: j
an: 2015e.00535
au: Cady, Jo A.; Hodges, Thomas E.; Collins, R. Lee
ti: A comparison of textbooksâ€™ presentation of fractions.
so: Sch. Sci. Math. 115, No. 3, 105-116 (2015).
py: 2015
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: F43 U23
ut: fractions; textbook analysis; representation
ci:
li: doi:10.1111/ssm.12108
ab: Summary: In the United States, fractions are an important part of the
middle school curriculum, yet many middle school students struggle with
fraction concepts. Teachers also have difficulty with the conceptual
understanding needed to teach fractions and rely on textbooks when
making instructional decisions. This reliance on textbooks, the idea
that teaching and learning of fractions is a complex process, and that
fraction understanding is the foundation for later topics such as
proportionality, algebra, and probability, makes it important to
examine the variation in presentation of fraction concepts in U.S.
textbooks, especially the difference between traditional and
standards-based curricula. The purpose of this study is to determine if
differences exist in the presentation of fractions in conventional and
standards-based textbooks and how these differences align with the
recommendations of National Council of Teachers of Mathematics, Common
Core State Standards, and the research on the teaching and learning of
fractions.
rv: