| Descript |
188 p |
| Note |
Source: Dissertation Abstracts International, Volume: 57-12, Section: A, page: 5054 |
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Supervisor: William H. Nibbelink |
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Thesis (Ph.D.)--The University of Iowa, 1996 |
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This study analyzed mathematical problem solving items in third through sixth grade textbooks used during the 1990s. These data were combined with those of Mangru for the mid-70s and Stockdale for the mid-80s and grouped into four eras: pre-Sputnik, post-Sputnik, pre-Standards, and post-Standards |
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In order to make comparisons with Mangru's and Stockdale's data, similar methodology was used whenever possible. Study variables included: number of problems, settings of problems, ages of main characters, sex-role assignments, type of stem, method of data presentation, problems like prior problems, use of clue words, problem location, types of numbers and units, number of questions asked, number and order of operations needed for solution, types of subtraction and division problems, instructions to create problems, estimation problems, use of patterns, probability and statistics problems, problems suggesting calculator use, problems designated as challenge, and problems involving visual or spatial problem solving. Achievement trends for all time periods were obtained and correlated to descriptive data |
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Data from the four eras showed relatively strong problem solving programs for the pre-Sputnik era, accompanied by high achievement; weaker programs for the post-Sputnik era, accompanied by decreasing achievement; and a return to stronger programs for the pre-Standards era, accompanied by increasing achievement. Increased use of multi-step problems, fewer problems identical to the ones preceding them, and less use of clue words likely make the problems in post-Standards texts more challenging. However, these textbooks provide fewer problem solving opportunities than those of the pre-Standards era. It remains to be seen if achievement gains shown over the 1980s will continue |
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Post-Standards publishers appear to have embraced some NCTM recommendations: decrease clue words and one-step problems, design problems to provide contexts in which concepts and skills can be learned, increase estimation opportunities, and include more probability and statistics problems and patterns. Contrary to NCTM's recommendations, these texts offer fewer problem solving opportunities, require less problem formulation, and suggest less calculator use than textbooks published pre-Standards |
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School code: 0096 |
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DDC |
| Host Item |
Dissertation Abstracts International 57-12A
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| Subject |
Education, Elementary
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Education, Mathematics
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0524
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0280
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| Alt Author |
The University of Iowa
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