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ERIC Number: ED419790
Record Type: RIE
Publication Date: 1998-Apr-13
Pages: 27
Abstractor: N/A
Textbooks Use and Teaching Strategies: An Empirical Study.
Fan, Lianghuo; Kaeley, Gurcharn S.
This study investigated the influence of textbooks on teaching strategies, specifically secondary school mathematics textbooks. The study compared the teaching strategies of 14 teachers using University of Chicago School Mathematics Project (UCSMP) textbooks in 13 schools with that of another 14 teachers using traditional textbooks in those schools. Data collection included classroom observation, teacher interviews, and teacher background questionnaires. The teacher interviews discussed: whether or not the class period observed was typical; teaching methods used by the teacher; and whether the UCSMP textbook required teachers to adapt their teaching style. Background questionnaires examined: teachers' level of education; teaching experience; subjects taught; certification; and opinions on different aspects of the course. Data analysis indicated there were important differences in teaching strategies between the two groups. Compared with teachers using non-UCSMP textbooks, teachers using UCSMP textbooks spent significantly more time on group work and on the reading of textbooks. They also devoted significantly less time to lecturing and to seatwork. Compared to teachers using non-UCSMP materials, there were significantly more teachers using UCSMP textbooks who employed technology, including computers and calculators, in their teaching strategies. Differences in teaching strategies were closely related to, and consistent with special features of UCSMP textbooks compared with the other textbooks. Teachers using UCSMP textbooks perceived that the textbooks had important influences on their teaching strategies. (Contains 5 tables and 18 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).