ERIC Number: ED199047
Record Type: Non-Journal
Publication Date: 1980-Jul
Reference Count: N/A
The Fourth-Grade Mathematics Curriculum as Inferred From Textbooks and Tests. Research Series No. 82.
Freeman, Donald J.; And Others
The results of one of the earliest studies in a series of investigations on teachers' selection of content for mathematics instruction suggested that teachers are responsive to content messages that are communicated through textbooks and standardizes tests. The content analyses that are summarized in this report were therefore undertaken in an attempt to identify similarities and differences in the "implied curricula" of these two sources of influence. All items in the student exercise portions of three widely used fourth-grade mathematics textbooks and all mathematics items in five commonly administered standardized tests were classified using a three-dimensional taxonomy. The results suggest that only a limited number of specific topics are consistently emphasized in textbooks and tests of fourth-grade mathematics. Further, the match in content is better for some combinations of textbooks and tests than for others. However, even the best matched textbooks and tests fail to provide a consistent description of the fourth-grade mathematics curriculum. (Author)
Descriptors: Content Analysis, Course Content, Educational Research, Elementary Education, Elementary School Mathematics, Grade 4, Mathematical Concepts, Mathematics Curriculum, Mathematics Instruction, Test Items, Tests, Textbook Content, Textbooks
Institute for Research on Teaching, College of Education, 252 Erickson Hall, Michigan State University, East Lansing, MI 48824 ($2.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.