Descriptive analysis of fifth grade division instruction in basal mathematics programs: Violations of pedagogy

Asha Jitendra, Douglas Carnine, Jerry Silbert

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

The purpose of this article was to examine the teaching of division in two fifth-grade mathematics basal series published prior to the current National Council of Teachers of Mathematics (NCTM) Standards (1989) and recent editions of the same basals published after the standards were in effect. In this article, six pedagogical variables gleaned from effective teaching practices are presented followed by a narrative description of the extent to which the late 1980s' and early 1990s' editions of two basal mathematics programs applied these variables in designing instructional sequences. The present analysis revealed substantial pedagogical deficits in the two programs' 1980 and 1990 editions: prior knowledge was rarefy addressed, content was introduced too rapidly, coherence of information taught was lacking teaching demonstrations were often not explicit and straightforward, and practice and review were often inadequate.

Original languageEnglish (US)
Pages (from-to)381-403
Number of pages23
JournalJournal of Behavioral Education
Volume6
Issue number4
DOIs
StatePublished - Jan 1 1996

Keywords

  • Basal mathematics programs
  • Mathematics
  • Teaching

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