Lessons learned from three decades of textbook research.

Autor/inn/en	Thompson, Denisse R.; Senk, Sharon L.
Titel	Lessons learned from three decades of textbook research.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 51-56 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 55-56
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Schulbuchforschung; Online-Publikation; USA
Abstract	The University of Chicago School Mathematics Project (UCSMP) is a K-12 curriculum development and research project that has generated materials for U.S. classes consistent with national recommendations. As part of the curriculum development for grades 6-12, the Secondary Component has conducted research on the effectiveness of its textbooks. Research studies typically involve a combination of formative and summative elements conducted simultaneously. Formative elements inform author teams about content, sequence, and other aspects of the materials that need revision prior to commercial publication. Summative aspects investigate the effectiveness of the materials in typical classroom settings in comparison to textbooks already in place in schools. In research over three decades, numerous issues have arisen and lessons have been learned about dealing with these issues. This paper shares six lessons we have learned in conducting textbook research that we believe transcend national contexts and may be of benefit to international scholars.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2017/1