Does the Textbook Matter? A Longitudinal Study of Textbook Effects on Students' Mathematics Achievement

• In Event: Millennium Hotel Roundtable Session 2
  In Roundtable Session: Predictors of Mathematics Achievement

Abstract

Studies show that textbooks have an influence on teachers’ instruction. However, research on genuine effects of textbooks on students’ achievement is rare. We report findings from a re-analysis of a three-year longitudinal study with 93 primary school classes and 1664 students. The four textbooks examined in this study represent the same curriculum. Mathematics achievement was measured by two interlinked arithmetic tests at the end of grade 1 and grade 2 and by a nationwide held mathematics competence test in grade 3. Results of multilevel analyses show substantial textbook effects during all three grades. In particular, the findings indicate disadvantages for those students which were taught by a mathematics textbook strongly suggesting individualized learning with an emphasis on procedural arithmetic knowledge.

Authors

• Ann-Katrin van den Ham, Leibniz Institute for Science and Mathematics Education

• Aiso Heinze, Leibniz Institute for Science and Mathematics Education