IPN Textbook Study

The IPN textbook study investigates the effects of the mathematics textbook on the students’ learning in the area of arithmetic. The key question is to what extent textbooks used in mathematics lessons with the same curriculum are related to the development of arithmetic proficiency in elementary school students. The studies are based on a longitudinal dataset of 1664 students from 93 classes collected over the four years of German elementary school. Besides general differences between classes depending on the textbooks used, the studies will especially analyze the topic-specific quality of the textbooks and investigate effectiveness on students’ learning empirically using the dataset. Textbook quality criteria obtained using this method can serve as a guideline for textbook research and development as well as for quality assurance in schools.

Dr. Henning Sievert
Prof. Dr. Aiso Heinze

Publications

Sievert, H., van den Ham, A-K., & Heinze, A. (2021). Are first graders' arithmetic skills related to the quality of mathematics textbooks? A study on students’ use of arithmetic principles. Learning and Instruction, 71, 1-14. [101401]. https://doi.org/10.1016/j.learninstruc.2020.101401

Sievert, H., van den Ham, A-K., Niedermeyer, I., & Heinze, A. (2019). Effects of mathematics textbooks on the development of primary school children's adaptive expertise in arithmetic. Learning and Individual Differences, 74, 1-13. [101716]. https://doi.org/10.1016/j.lindif.2019.02.006

Sievert, H., van den Ham, A.-K. & Heinze, A. (2019). Why the textbook matters — A two-domain impact analysis. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher, H. Wuschke (Eds.), Proceedings of the Third International Conference on Mathematics Textbook Research and Development: 16-19 September 2019 Paderborn, Germany (pp. 311-316). Universitätsbibliothek Paderborn. https://doi.org/10.17619/UNIPB/1-768