Adherence to mathematics professional standards and instructional design criteria for problem-solving in mathematics

Asha K. Jitendra, Cynthia Griffin, Andria Deatline-Buchman, Caroline Dipipi-Hoy, Edward Sczesniak, Natalie G. Sokol, Ping Van Xin

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

Abstract

This study investigated the extent to which teaching the recommended methods for problem-solving presented in third-grade mathematics textbooks adhered to the National Council of Teachers of Mathematics Standards and instructional design criteria. Results indicated that there were more variations than similarities within and across textbooks in meeting the Standards. In terms of the instructional design criteria, most were satisfied in only two textbooks and few discrepancies were evident across the textbooks that were evaluated. For example, instructional design criteria of clarity of objectives, sufficient teaching examples, and nonexamples were met in less than half of the textbooks. Additional findings and implications for practitioners meeting the diverse needs of students with learning problems are discussed.

Original languageEnglish (US)
Pages (from-to)319-337
Number of pages19
JournalExceptional children
Volume71
Issue number3
DOIs
StatePublished - 2005

Bibliographical note

Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.

Fingerprint Dive into the research topics of 'Adherence to mathematics professional standards and instructional design criteria for problem-solving in mathematics'. Together they form a unique fingerprint.

Cite this