Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies

This study explores how three widely used US kindergarten mathematics textbooks, each written to align with the Common Core State Standards for Mathematics (CCSSM), vary in terms of content coverage, instructional grouping, and use of representational strategies. Results show that all textbooks (i) primarily emphasize math practices related to Numbers and Operations, (ii) use concrete or pictorial representation frequently to explain and help children solve math problems, and (iii) most often suggest whole-group, teacher-centered classroom instruction. However, they also differ in important ways. Two of the textbooks place a stronger emphasis on more advanced mathematical practices, such as Composing Numbers, to which students may have had limited exposure prior to kindergarten. One covers a wider range of mathematical topics, including Graphing and Measuring, and introduces and reintroduces topics frequently. One emphasizes depth over breadth while focusing more on foundational topics, and utilizing seatwork more often.