Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics

Dung Tran

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Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics

机译：统计协会：当前美国高中教科书与通用公共州数学标准的一致性

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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.

机译：这项研究检查了三本精选的美国高中教科书系列与《统计通用核心州标准》（CCSSM）的一致性。建立了一个基于文献的框架，该框架用于包含和排除关于关联主题的推理，并将教科书条目与CCSSM学习期望（LE）进行了比较。在这三个系列中，582个关联问题中约有77-90％解决了两个数值变量。三个系列中的两个涵盖了所有CCSSM LE。但是，教科书中还包含了在CCSSM中找不到的其他关联LE。建议对课程的修订和发展以及内容分析的意义。该研究挑战了CCSSM配套课程的概念。

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《School Science and Mathematics》 |2016年第5期|286-296|共11页
作者
Dung Tran;
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Victoria University and Hue University College of Education;

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Statistical Association: Alignment of Current U.S. High School Textbooks with the Common Core State Standards for Mathematics

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