Analysing English Year-One Mathematics Textbooks through the Lens of Foundational Number Sense: A Cautionary Tale for Importers of Overseas-Authored Materials

Autor/inn/en	Petersson, Jöran; Sayers, Judy; Rosenqvist, Eva; Andrews, Paul
Titel	Analysing English Year-One Mathematics Textbooks through the Lens of Foundational Number Sense: A Cautionary Tale for Importers of Overseas-Authored Materials
Quelle	In: Oxford Review of Education, 49 (2023) 2, S.262-280 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petersson, Jöran) ORCID (Sayers, Judy) ORCID (Andrews, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2022.2064443
Schlagwörter	Foreign Countries; Grade 1; Mathematics Education; Textbook Evaluation; Number Concepts; Comparative Analysis; Elementary School Students; United Kingdom (England); Singapore + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Mathematische Bildung; Number concept; Zahlbegriff; Singapur
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01