Assessment Tests in the Mathematics Teaching Guides in Spain. Analysis of the Content Blocks and the Treatment of Arithmetic Word Problems

Bibliographic Data

ID22043341
AuthorsRaúl Tárraga-Mínguez (0000-0002-4458-5763, Universitat de València, corresponding author), Julio Tarín-Ibáñez (0000-0001-5833-305X, Universitat de València), Irene Lacruz‐pérez (0000-0003-1560-1952, Universitat de València, corresponding author)
Year2021
Volume11
Issue6
Pages305
Publication date2021-06-21
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11060305
OpenAlexW3175430102
LanguageEN
Citations received1
References cited25

The teaching guides that complement textbooks have key importance in the assessment of competence in problem solving, because these materials contain the assessment tools that teachers frequently use to quantify the achievements of their students. In this paper, we set two aims: to analyze which curriculum contents are given priority in the assessment tests of the teaching guides; and to check to what extent these tests assess the steps of the mathematical problem solving process. For this, an analysis of the initial and final assessment tests of six Spanish publishers was conducted. The results show that the distribution of mathematical tasks by type of content does not fully conform to the theoretical framework proposed by TIMSS. In addition, only one of the six publishers considered the problem-solving process as evaluable

Arithmetic · Content analysis · Curriculum · Mathematics education · Pedagogy · Programming language · Teaching method · Computer Science · Higher Education Teaching and Evaluation · Innovative Teaching and Learning Methods · Mathematics · Mathematics Education and Teaching Techniques · Psychology

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