Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies: An Analysis of Three US Kindergarten Mathematics Textbooks
This study explores how three widely used US kindergarten mathematics textbooks, each written to align with the Common Core State Standards for Mathematics (CCSSM), vary in terms of content coverage, instructional grouping, and use of representational strategies.
Key findings
All three textbooks place the most emphasis on math practices in Numbers and Operations, are similar in terms of specifying relatively frequent use of concrete or pictorial representations for solving math problems, and most often guide teachers toward whole-class, teacher-centered instruction. Two of the textbooks place a stronger emphasis on more advanced mathematical practices, such as Composing Numbers, to which students may have had limited exposure prior to kindergarten. One covers a wider range of mathematical topics, including Graphing and Measuring, and introduces and reintroduces topics frequently. One emphasizes depth over breadth while focusing on foundational topics, and utilizing seatwork more often.
Publication: The Elementary School Journal
