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ERIC Number: EJ798609
Record Type: Journal
Publication Date: 2008
Pages: 26
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1033-2170
Do Mathematics Textbooks Cultivate Shallow Teaching? Applying the TIMSS Video Study Criteria to Australian Eighth-Grade Mathematics Textbooks
Vincent, Jill; Stacey, Kaye
Mathematics Education Research Journal, v20 n1 p82-107 2008
Australian eighth-grade mathematics lessons were shown by the 1999 TIMSS Video Study to use a high proportion of problems of low procedural complexity, with considerable repetition, and an absence of deductive reasoning. Using definitions from the Video Study, this study re-investigated this "shallow teaching syndrome" by examining the problems on three topics in nine eighth-grade textbooks from four Australian states for procedural complexity, type of solving processes, degree of repetition, proportion of "application" problems and proportion of problems requiring deductive reasoning. Overall, there was broad similarity between the characteristics of problems in the textbooks and in the Australian Video Study lessons. There were, however, considerable differences between textbooks and between topics within textbooks. In some books, including the best-selling textbooks in several states, the balance is too far towards repetitive problems of low procedural complexity. (Contains 5 tables and 9 figures.)
Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia