ERIC Number: EJ1381077
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-4985
EISSN: EISSN-1465-3915
Analysing English Year-One Mathematics Textbooks through the Lens of Foundational Number Sense: A Cautionary Tale for Importers of Overseas-Authored Materials
Oxford Review of Education, v49 n2 p262-280 2023
In this paper we present analyses of three textbooks currently used in the teaching of mathematics to year-one children in England. One is an established English-authored textbook, while the others are Singaporean-authored imports promoted by government as solutions to perceptions of systemic failure. Every task in each textbook was coded against a set of eight number-related competences known to support children's learning in both short and long terms. Such a framework, which is literature-derived and curriculum-independent, enables meaningful comparison of materials deriving from different cultural contexts. Analyses of the proportions of all tasks coded for the different competences showed that none of the three books adequately addresses all eight competences, although the English-authored comes closest. Moving averages, undertaken to show the temporal location of the opportunities presented for children to acquire the eight competences, showed them distributed throughout the school year in the English-authored textbook but only during the first half of the school year in the two Singaporean-authored textbooks. Some implications for the importation of such materials are discussed.
Descriptors: Foreign Countries, Grade 1, Mathematics Education, Textbook Evaluation, Number Concepts, Comparative Analysis, Elementary School Students
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); Singapore
Grant or Contract Numbers: N/A