Analysing English year-one mathematics textbooks through the lens of foundational number sense: A cautionary tale for importers of overseas-authored materials

Jöran Petersson, Judy Sayers, Eva Rosenqvist, Paul Andrews

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

In this paper we present analyses of three textbooks currently used in the teaching of mathematics to year-one children in England. One is an established English-authored textbook, while the others are Singaporean-authored imports promoted by government as solutions to perceptions of systemic failure. Every task in each textbook was coded against a set of eight number-related competences known to support children’s learning in both short and long terms. Such a framework, which is literature-derived and curriculum-independent, enables meaningful comparison of materials deriving from different cultural contexts. Analyses of the proportions of all tasks coded for the different competences showed that none of the three books adequately addresses all eight competences, although the English-authored comes closest. Moving averages, undertaken to show the temporal location of the opportunities presented for children to acquire the eight competences, showed them distributed throughout the school year in the English-authored textbook but only during the first half of the school year in the two Singaporean-authored textbooks. Some implications for the importation of such materials are discussed.

Original languageEnglish
JournalOxford Review of Education
Volume49
Issue number2
Pages (from-to)262-280
Number of pages19
ISSN0305-4985
DOIs
Publication statusPublished - 2023

Keywords

  • England
  • Singapore
  • comparative analysis
  • foundational number sense
  • mathematics textbooks
  • year one

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