Influence of the New Mathematics Textbooks on Student Achievement in China

• In Event: Poster Session 9
  In Poster Session: Innovation and Impact on Teaching, Learning, and Classrooms in Globalized Settings

Abstract

This study examined the effects of the new textbooks on Chinese fourth graders’ mathematics achievement through a balanced cognitive approach: Model-Strategy-Application (MSA). Data were collected from 4419 fourth graders in 36 schools from six regions in China in 2007. MANOVA and ANOVA tests were used to determine the effects of using the new textbook on student achievement in the MSA areas. The results indicated a significant difference in three aspects of the MSA in student mathematics achievement in diverse settings of textbooks, regions, and gender groups. However, both groups had low score Strategy for computations. The finding suggests the need to balance mathematics pedagogy with teaching, learning, and assessment.

Authors

• Zhonghe Wu, National University

• Shuhua An, California State University - Long Beach