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Content Analysis of Addison-Wesley Mathematics Program for Elementary Grades K-6.

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Bibliographic Details
Title: Content Analysis of Addison-Wesley Mathematics Program for Elementary Grades K-6.
Authors: Buchanan, Aaron, Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.
Peer Reviewed: N
Page Count: 177
Publication Date: 1972
Document Type: Reports - Research
Descriptors: Content Analysis, Curriculum, Elementary Education, Elementary School Mathematics, Evaluation, Instruction, Learning Activities, Mathematics Education, Objectives, Textbooks
Abstract: The purpose of the analysis was to provide a profile of instructional activities related to content and referenced to specified instructional outcome areas. Emphasis was placed on determination of four major factors: (1) major outcomes in the program and their relative emphasis in both regular and supplementary instructional materials, (2) the distribution of content within and across instructional units (chapters), (3) points in the instructional sequence where mastery of outcomes is assessed, and (4) the amount of independent practice in regular and supplementary instructional materials related directly to each major outcome developed in the program. The analysis was organized around 21 content strands, and is presented in a series of tables which indicate page locations of various topics. The completed analysis forms the basis for preliminary specification of an application of Learning Mastery System procedures to the system. (Author/SD)
Entry Date: 1976
Accession Number: ED111652
Database: ERIC
Description
Abstract:The purpose of the analysis was to provide a profile of instructional activities related to content and referenced to specified instructional outcome areas. Emphasis was placed on determination of four major factors: (1) major outcomes in the program and their relative emphasis in both regular and supplementary instructional materials, (2) the distribution of content within and across instructional units (chapters), (3) points in the instructional sequence where mastery of outcomes is assessed, and (4) the amount of independent practice in regular and supplementary instructional materials related directly to each major outcome developed in the program. The analysis was organized around 21 content strands, and is presented in a series of tables which indicate page locations of various topics. The completed analysis forms the basis for preliminary specification of an application of Learning Mastery System procedures to the system. (Author/SD)