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 language | English (US) |
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Pages (from-to) | 381-403 |
Number of pages | 23 |
Journal | Journal of Behavioral Education |
Volume | 6 |
Issue number | 4 |
DOIs | |
State | Published - Jan 1 1996 |
Keywords
- Basal mathematics programs
- Mathematics
- Teaching