Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Arithmetic | 1 |
| Assignments | 1 |
| Content Analysis | 1 |
| Elementary School Students | 1 |
| Fractions | 1 |
| Mathematics Education | 1 |
| Mathematics Instruction | 1 |
| Mathematics Skills | 1 |
| Problem Solving | 1 |
| Textbook Bias | 1 |
| Textbooks | 1 |
| More ▼ | |
Source
| Journal of Numerical Cognition | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
| Pennsylvania (Pittsburgh) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textTian, Jing; Leib, Elena R.; Griger, Cassondra; Oppenzato, Colleen O.; Siegler, Robert S. – Journal of Numerical Cognition, 2022
Imbalances in problem distributions in math textbooks have been hypothesized to influence students' performance. This hypothesis, however, rests on the assumption that textbook problems are representative of the problems that students encounter in classroom assignments. This assumption might not be true, because teachers do not present all…
Descriptors: Mathematics Education, Mathematics Instruction, Textbooks, Textbook Bias
