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Exploring Shanghai Students' Mathematics Learning as Related to Content Presentation in Textbooks: The Case of the Commutative Property of Addition

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Title: Exploring Shanghai Students' Mathematics Learning as Related to Content Presentation in Textbooks: The Case of the Commutative Property of Addition
Language: English
Authors: Huang, Xingfeng, Xiao, Yu, Webster, Joseph S., Howe, Roger E., Li, Yeping
Source: ZDM: Mathematics Education. Jun 2022 54(3):595-609.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Foreign Countries, Mathematics Education, Textbooks, Textbook Content, Addition, Elementary School Students, Mathematics Achievement, Grade 2
Geographic Terms: China (Shanghai)
DOI: 10.1007/s11858-022-01362-6
ISSN: 1863-9690
Abstract: Properties of arithmetic operations are important in mathematics and play a significant role in elementary school students' learning of mathematics. At the same time, it is quite challenging to help students learn arithmetic operational properties beyond memorization, so that they know when and how to use a specific arithmetic property. This paper reports a study containing two parts to explore students' learning of the Commutative Property of Addition (CPA) as related to the content presentation in textbooks. Part one is to assess selected students' performance on CPA at the end of Grade two, and part two is to explore possible contributions of textbooks to students' performance in Shanghai. Firstly, we evaluated the performance of 41 second-graders on CPA by collecting data through a paper-and-pencil test, which was followed up with individual interviews. Through analyzing how textbooks present and organize this topic, we sought to better understand from a curriculum standpoint how students' performance on CPA is impacted by textbooks. Results revealed that Shanghai textbooks make a positive contribution to students' learning performance. The findings from this study help to shed light on how those textbooks aid student learning, and provide an example for further reflection on student learning of arithmetic operational properties in different curricula.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1341487
Database: ERIC
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  Data: Exploring Shanghai Students' Mathematics Learning as Related to Content Presentation in Textbooks: The Case of the Commutative Property of Addition
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s11858-022-01362-6
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  Data: Properties of arithmetic operations are important in mathematics and play a significant role in elementary school students' learning of mathematics. At the same time, it is quite challenging to help students learn arithmetic operational properties beyond memorization, so that they know when and how to use a specific arithmetic property. This paper reports a study containing two parts to explore students' learning of the Commutative Property of Addition (CPA) as related to the content presentation in textbooks. Part one is to assess selected students' performance on CPA at the end of Grade two, and part two is to explore possible contributions of textbooks to students' performance in Shanghai. Firstly, we evaluated the performance of 41 second-graders on CPA by collecting data through a paper-and-pencil test, which was followed up with individual interviews. Through analyzing how textbooks present and organize this topic, we sought to better understand from a curriculum standpoint how students' performance on CPA is impacted by textbooks. Results revealed that Shanghai textbooks make a positive contribution to students' learning performance. The findings from this study help to shed light on how those textbooks aid student learning, and provide an example for further reflection on student learning of arithmetic operational properties in different curricula.
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