Cognitive Opportunities in Textbooks: The Cases of Grade Four and Eight Textbooks in Israel

Autor/inn/en	Hadar, Linor L.; Ruby, T. Lefcourt
Titel	Cognitive Opportunities in Textbooks: The Cases of Grade Four and Eight Textbooks in Israel
Quelle	In: Mathematical Thinking and Learning: An International Journal, 21 (2019) 1, S.54-77 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadar, Linor L.) ORCID (Ruby, T. Lefcourt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2019.1564968
Schlagwörter	Foreign Countries; Grade 4; Grade 8; Mathematics Instruction; Textbooks; Textbook Content; National Curriculum; Elementary School Mathematics; Secondary School Mathematics; Cognitive Processes; Learning Processes; Thinking Skills; Comprehension; Israel + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Elementare Mathematik; Schulmathematik; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Denkfähigkeit; Verstehen; Verständnis
Abstract	The cognitive domain in mathematics, defined as thinking and understanding in the process of learning mathematics, is a main focus of curricula in many countries. This study explores breadth and depth of understanding as addressed in mathematics textbooks certified as aligned to Israeli national mathematics curricula. We compare opportunities for students to engage with mathematics requiring different types and levels of understanding provided by the tasks in mathematics textbooks. Comparison of two fourth grade and two eighth grade mathematics textbooks showed significant differences in the opportunities to learn in the cognitive domain that each provides. These differences can be quantified; the quantification defines the cognitive demand of the textbook. The cognitive demand of the four textbooks varies. This reveals a potential source of inequity in students' opportunities to learn mathematics. Results should prompt discussion around standardization and alignment of textbooks to the cognitive goals of the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01