1904 Mathematics Textbook Series Content Analysis and Comparison to Modern Textbooks Linked to High Achievement

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  In Roundtable Session: Old-School “Texting”: Returning to Questions of Formal Curriculum

Abstract

This research focuses on a 1904 mathematics textbook series for grades 1- 8, authored by David Eugene Smith, and analyzes the content for each grade and the historical context in which the textbook series was used. The content analysis utilizes the TIMSS textbook analysis framework to compare the 1904 content with the top modern textbooks linked to student achievement. In tandem is an historical analysis of the learning environment of the time including educational, economic, and living conditions. Used across U.S. grammar schools in the early 20th century, the results provide insights into the mathematics content learned by students 100 years ago and show an alignment with the top modern mathematics textbooks linked to high student achievement.

Author

• Diana Goodwin, University of Idaho