According to the Book: Using TIMSS to investigate the translation of policy into practice through the world of textbooks

By Gilbert A. Valverde. 2002

570 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2960e024e9e5f3b952bfe02840de65aaf1d0fc01

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Citations in the corpus

• The Mathematical Nature of Reasoning-and-Proving Opportunities in Geometry Textbooks (2014, methodology): “Thompson and colleagues (2012) developed an analytic framework based on NCTM’s (2000) reasoning and proof process standard and the Third International Mathematics and Science Study (Valverde et al., 2002).”
• Teachers’ selection and enactment of mathematical problems from textbooks (2015, background): “We acknowledge that the use and meaning of textbooks vary in different countries, since textbooks typically represent how the societal visions and educational objectives presented in national policies and official documents are potentially implemented in classrooms (Schmidt et al. 1997; Valverde et ”
• How reform curricula in the USA and Korea present multiplication and division of fractions (2010, background): “As noted earlier, textbooks inform teachers, parents, and policy makers of how to turn the educational objectives expressed in curriculum guides—be they at the national, state, or local level—into classroom lessons (Schmidt et al., 1999; Valverde et al., 2002).”
• Textbook research in mathematics education: development status and directions (2013, background): “…the number of topics, the degree of abstraction, and the complexity of the topics; (c) sequencing of topics; (d) the physical characteristics of the textbooks, for example, size and length; and (e) the complexity of student behaviour the textbook is intended to elicit (Valverde et al. 2002, p. 14).”
• The Relationships between Indonesian Fourth Graders' Difficulties in Fractions and the Opportunity to Learn Fractions: A Snapshot of TIMSS Results. (2017, background): “In international comparative studies opportunity to learn is considered to find an explanation for the differences between students’ performance across countries with different educational systems (see Husén, 1967; Schmidt et al., 1997; Valverde et al., 2002).”
• Teacher education and development study in mathematics (TEDS-M) : policy, practice, and readiness to teach primary and secondary mathematics : conceptual framework. (2008, methodology): “For instance, the Second International Mathematics and Science Study (McKnight et al., 1987) and the TIMSS 1996 and subsequent publications (Valverde et al., 2002) show that curriculum and content coverage are important for student achievement.”