One of the factors associated with the less than positive mathematics performance of American students could be poorly designed textbooks that fail to facilitate the development of critical mathematical ideas. This study examined two reform-based textbooks (Go math! and Investigations) in reference to essential, mathematical big ideas emphasized…

In the United States, fractions are an important part of the middle school curriculum, yet many middle school students struggle with fraction concepts. Teachers also have difficulty with the conceptual understanding needed to teach fractions and rely on textbooks when making instructional decisions. This reliance on textbooks, the idea that…

This study compared one lesson across four U.S. "traditional" textbook series, two U.S. reform-based textbook series, and one Chinese mathematics textbook series in teaching the connection between multiplication and division. The results showed the differences across U.S. and Chinese lessons in both the teaching and the practice parts of…

Reports a study to assess the professional productivity of the primary and secondary authors of the 10 available elementary science textbook series as 1 criterion in evaluating textbooks for adoption by school districts. Professional productivity based on presentations at professional meetings and articles published in professional journals was…

It was hypothesized that elementary school science textbooks do not impart a clear image of the nature of science and the activities of scientists, that they do not consider the explorability of natural phenomena and answerability of science questions. Results of a survey indicate that elementary school texts do present an aberrated view of…

Examines how selected U.S. and Asian mathematics curricula are designed to facilitate students' understanding of the arithmetic average. Discusses similarities and differences of learning goals, focuses, and concepts among U.S. commercial, Asian, and U.S. reform curriculum series. (Author/KHR)

Mathematics textbooks are difficult for learning disabled students to read. Specific and general reading skills are discussed, followed by research findings on mathematics textbooks in terms of content, text structure, page format, vocabulary, and visual symbols. (MNS)

Provides information concerning the development and use of the Textbook Questioning Strategies Assessment Instrument (TQSAI). (CP)

Describes the "cloze" procedure for judging the readability of textbook prose and in particular how this procedure may be applied to written mathematical materials. (JP)

Evaluated and compared 12 science textbooks with respect to their readability levels and agreement with the intended reader level. Four of the books were determined to be unsatisfactory for their intended grade levels. (20 references) (MDH)

Discusses categories for science textbook analysis under the headings of: Readability, Content, Presentation of Material, Mathematical Demands, Appearance, Quality of Illustrations, and Teacher Aids. An analysis form is appended as a guide for science teachers and administrators in their evaluation and selection of appropriate science textbooks.…

Using the Fry Readability approach and a ten percent random sample of all reading materials from each grade level within a program, readability data were collected on six popular elementary science textbook series. Fry readability averages and ranges for the six programs surveyed are reported by grade level. (Author/MK)