Journal article
The Pacing of Volume Lessons in American Elementary Textbooks Compared to Students' Development in Volume Measurement
Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, Vol.24(2), pp.83-109
06/2021
DOI: 10.7468/jksmed.2021.24.2.83
Abstract
In the early stage of lesson enactment process, teachers use textbooks and other resources to select tasks and activities. It follows that discrepancies between textbooks and research-recommended pathways for learning may lead to concerns or issues with pacing in the classroom. To explore this idea further, this study examined the alignment between three popular standards-aligned textbooks series and volume learning trajectories. The results indicated that the standards-based textbooks examined may lack attention to important topics in the pacing of volume instruction, and suggest the need to inform both pre-service and in-service teachers about the gap between textbook lessons and volume learning trajectories so that they will be able to reflect students’ thinking in volume learning trajectory to their lessons. KCI Citation Count: 0
Details
- Title: Subtitle
- The Pacing of Volume Lessons in American Elementary Textbooks Compared to Students' Development in Volume Measurement
- Creators
- Dae S. Hong - (University of Iowa)Kyong Mi Choi - (University of Virginia)Jihyun Hwang - (Kangwon National University)Cristina Runnalls - (California State Polytechnic University)
- Resource Type
- Journal article
- Publication Details
- Journal of the Korean Society of Mathematical Education. Series D : Research in mathematical education, Vol.24(2), pp.83-109
- Publisher
- 한국수학교육학회
- DOI
- 10.7468/jksmed.2021.24.2.83
- ISSN
- 1226-6191
- eISSN
- 2287-9943
- Language
- English
- Date published
- 06/2021
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374255802771
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