This study examined the alignment of three selected U.S. high school textbooks series with the Common Core State Standards for Mathematics (CCSSM) regarding the treatment of statistical association. A framework grounded in the literature for inclusion and exclusion of reasoning about association topics was developed, and textbook entries were compared with the CCSSM learning expectations (LEs). Across the three series, about 77–90% of the 582 association problems addressed two numerical variables. All CCSSM LEs were covered by two of the three series. However, additional association LEs not found in the CCSSM were included in the textbooks. Implications for curriculum revision and development, and content analysis are suggested. The study challenges the notion of CCSSM-aligned curricula.

中文翻译：

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统计协会：当前美国高中教科书与数学共同核心国家标准的一致性

本研究检查了三个选定的美国高中教科书系列与国家数学共同核心标准 (CCSSM) 在统计关联处理方面的一致性。开发了一个基于文献的框架，用于包含和排除有关关联主题的推理，并将教科书条目与 CCSSM 学习期望 (LE) 进行比较。在三个系列中，582 个关联问题中约有 77-90% 涉及两个数值变量。所有 CCSSM LE 都包含在三个系列中的两个系列中。然而，在 CCSSM 中没有发现的其他关联 LE 被包含在教科书中。建议对课程修订和开发以及内容分析的影响。该研究挑战了 CCSSM 对齐课程的概念。