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Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics
Author(s) -
Tran Dung
Publication year - 2016
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12179
Subject(s) - association (psychology) , curriculum , mathematics education , inclusion–exclusion principle , inclusion (mineral) , statistical analysis , common core , series (stratigraphy) , mathematics , core (optical fiber) , psychology , pedagogy , computer science , statistics , political science , social psychology , paleontology , politics , law , psychotherapist , biology , telecommunications
This study examined the alignment of three selected U.S. high school textbooks series with the Common Core State Standards for Mathematics (CCSSM) regarding the treatment of statistical association. A framework grounded in the literature for inclusion and exclusion of reasoning about association topics was developed, and textbook entries were compared with the CCSSM learning expectations (LEs). Across the three series, about 77–90% of the 582 association problems addressed two numerical variables. All CCSSM LEs were covered by two of the three series. However, additional association LEs not found in the CCSSM were included in the textbooks. Implications for curriculum revision and development, and content analysis are suggested. The study challenges the notion of CCSSM‐aligned curricula.