Curriculum Opportunities for Number Sense Development: A Comparison of First-Grade Textbooks in China and the United States

Autor/inn/en	Cheng, Qiang; Wang, Jian
Titel	Curriculum Opportunities for Number Sense Development: A Comparison of First-Grade Textbooks in China and the United States
Quelle	In: International Journal for Mathematics Teaching and Learning, (2012), (52 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Mathematics Curriculum; Textbooks; Foreign Countries; Number Concepts; Arithmetic; Mathematics Instruction; Educational Opportunities; Curriculum Evaluation; Textbook Content; Textbook Evaluation; Number Systems; Numbers; Numeracy; Comparative Analysis; Comparative Education; Educational Methods; Grade 1; China; United States + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Number concept; Zahlbegriff; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Bildungsangebot; Bildungschance; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lehrbuchtext; Number system; Zahlensystem; Zahlenraum; Rechenkompetenz; Vergleichende Erziehungswissenschaft; Educational method; Erziehungsmethode; School year 01; 1. Schuljahr; Schuljahr 01; USA
Abstract	As a key concept in early mathematics curriculum, number sense is crucial for children's learning of other mathematics concepts. An earlier curriculum with a strong focus on number sense development presumably helps children perform better in mathematics later on. Chinese students outperformed their United States (U.S.) peers on number sense at lower grade levels, and on many other mathematics areas at both lower and higher-grade levels. This study analyzed the representation of number sense and its connection to other mathematics concepts in both traditional and reformed first-grade textbooks in China and the United States, and explored the learning opportunities that the textbooks in each country provide for their children in developing number sense. It found that Chinese textbooks focused more on the meaning and representation of number, place value, base-ten concepts, and on the connection of number sense to number operation while U.S. textbooks focused more on number counting, patterns, and the connection of number sense to data analysis. Thus, the textbooks in the two countries offered different learning opportunities for their students to develop number sense and its connection to other mathematics content. (Contains 6 figures and 5 tables.) (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10