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Keywords

quantitative literacy, numeracy, education management

Abstract

This column argues that the majority of commercial textbooks do not serve students well. Strategies for change include clearly distinguishing the textbook requirements of different priority subjects and assembling writers who can address, in addition to content development, the cognitive level of the children as well as writing in an age-appropriate way. A discussion of the forces that produce current texts leads to the recommendation that textbooks be a focus of research and improvement rather than the byproduct of an individual’s lecture notes.

DOI

http://dx.doi.org/10.5038/1936-4660.5.2.8

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