We investigated the distribution of rational number arithmetic problems in mathematics textbooks and examined whether this distribution may lead to biased patterns and associations when working with fractions and decimals. We report findings from two complementary studies. In Study 1, we analyzed the distribution of rational number arithmetic problems (i.e., fraction and decimal problems) in the fifth- and sixth-grade volumes of two widely used mathematics textbook series in the German-speaking region of Switzerland. In Study 2, we investigated the effects of these distributions on 105 sixth-grade Swiss primary school students. Replicating prior research, the results of Study 1 revealed nonrandom and unbalanced distributions between arithmetic operations and operand features in both decimal and fraction problems. Study 2 demonstrated that sixth graders are influenced by these distributions, suggesting a development of spurious associations between operations and operand features due to the unbalanced presentation of problems in their mathematics textbooks. Exploratory cluster analyses refine the general findings of Study 2 by indicating that only some students develop spurious associations. Our findings highlight the role of textbook problem distributions in shaping students’ learning. We discuss the implications of textbook problem distributions and emphasize the need for balanced, systematic approaches in instructional materials to support accurate and comprehensive learning of rational number arithmetic.
Babari et al. (Wed,) studied this question.
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