Biased Problem Distributions in Assignments Parallel Those in Textbooks: Evidence From Fraction and Decimal Arithmetic

Authors

  • Jing Tian
    Department of Psychology, Temple University, Philadelphia, PA, USA
  • Elena R. Leib
    Department of Psychology, University of California, Berkeley, CA, USA
  • Cassondra Griger
    Department of Counseling, Psychology, and Special Education, Duquesne University, Pittsburgh, PA, USA
  • Colleen O. Oppenzato
    Teachers College, Columbia University, New York, NY, USA
  • Robert S. Siegler
    Teachers College, Columbia University, New York, NY, USA; Siegler Center for Innovative Learning (SCIL), Advanced Technology Center, Beijing Normal University, Beijing, China

Abstract

Imbalances in problem distributions in math textbooks have been hypothesized to influence students’ performance. This hypothesis, however, rests on the assumption that textbook problems are representative of the problems that students encounter in classroom assignments. This assumption might not be true, because teachers do not present all problems in textbooks and because teachers present problems from sources other than textbooks. To test whether distributions of problems that students encounter parallel distributions of textbook problems, we analyzed fraction and decimal arithmetic problems assigned by 14 teachers over an entire school year. Five of the six documented biases in textbook problem distributions were also present in the classroom assignments. Moreover, the same biases were present in 16 of the 18 combinations of bias and grade level (4th, 5th, and 6th grade) that were examined in assignments and textbooks. Theoretical and educational implications of these findings are discussed.