Relevant bibliographies by topics / Textbook of mathematics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Textbook of mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Textbook of mathematics"

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Raditya, Aji, Ratu Sarah Fauziah Iskandar, and Suwarno Suwarno. "Question analysis of mathematics textbook for 2013 curriculum and IB curriculum on quadratic equations." Desimal: Jurnal Matematika 4, no. 1 (2021): 21–28. http://dx.doi.org/10.24042/djm.v4i1.7501.

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The goal of this study is to compare the types of questions between the 2013 Curriculum Mathematics textbooks and the IB Curriculum on quadratic equations. The approach used in this research is a six-dimensional analysis method consisting of: mathematical activity, the difficulty level of the questions, the types of answers expected, the contextual situation, the types of responses, and the stages of the mathematical questions. The data collection technique is conducted by evaluating and explaining the types of questions. The types of questions were obtained from the 2013 Curriculum Mathematics textbook and the IB Curriculum based on a six-dimensional analysis, namely: mathematical activity, question complexity, type of answer, contextual situation, type of response, and mathematical questions. Based on the type, the results of this study show that the questions in the 2013 curriculum mathematics textbooks are more varied than the questions in the IB curriculum mathematics textbooks on the subject of quadratic equations. However, based on the number, there are more questions in the IB curriculum mathematics textbook than the questions in the 2013 curriculum mathematics textbook.
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Radatz, Hendrik. "Review: What Does the Textbook Say?" Journal for Research in Mathematics Education 16, no. 1 (1985): 67–68. http://dx.doi.org/10.5951/jresematheduc.16.1.0067.

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Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
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Phy, Lyn. "Using Technology to Promote Mathematical Discourse Concerning Women in Mathematics." Mathematics Teacher 101, no. 8 (2008): 582–85. http://dx.doi.org/10.5951/mt.101.8.0582.

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As mathematics teachers, we are fortunate to have a wide variety of textbooks available for almost any area of mathematics taught in the typical K–16 curriculum. This past year, however, I found myself delving into the topic of women in mathematics, a subject not covered in any suitable textbook. Rather than trying to use multiple books, I examined types of mathematical discourse that would enable my students to learn and communicate the course material despite the lack of a formal textbook. In this article, I will discuss my use of cooperative groups, the course management system Blackboard, and the Internet to foster communication and meaningful mathematical discourse.
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Manopo, Manopo, and Varetha Lisarani. "Comparative Analysis of Non-Routine Problems in Mathematics Textbooks of Indonesia and Singapore." Edumatika : Jurnal Riset Pendidikan Matematika 4, no. 1 (2021): 158–65. http://dx.doi.org/10.32939/ejrpm.v4i1.750.

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Textbooks used in schools affect the quality of mathematics learning in the country. Indonesian Ministry of Education (Kemendikbud) already lauched students’ and teachers’ textbook that are distributed nationally on 2013; however improvements are needed to revise the textbooks since there are concerns such as the difficulty level of problems contained in the textbooks. The main objective of this study is to compare non-routine problems contained in mathematics textbooks used in Indonesia and Singapore. This is a qualitative research with content analysis design. Researchers compare Singaporean and Indonesian mathematics textbook since Singapore got higher rank in mathematics based on PISA result in 2018. The topic in this study is limited to Pythagorean Theorem. The result of the research shows that Indonesia and Singapore has consecutively 22,1% and 11,3% non-routine problem. Another finding of this study was Singaporean mathematics textbook focused more on developing students’ fluency of solving problems, meanwhile Indonesian mathematics textbook focused more on students’ reasoning ability. The results and findings in this paper are expected to provide input in developing future mathematics textbooks.
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Bütüner, Suphi Önder. "Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions." Journal of Research in Mathematics Education 10, no. 2 (2021): 117. http://dx.doi.org/10.17583/redimat.2021.4379.

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In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line model was not used in the textbooks of either country, and only one representation format was used to model a fraction multiplication problem. The Singaporean textbook included more fraction multiplication problems than did the Turkish textbook. Many problems in both textbooks were of a one-step fashion and required numerical answers.
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Bittar, Marilena. "Une proposition pour l’analyse de manuelsA proposal for textbook analysis." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 054–69. http://dx.doi.org/10.23925/1983-3156.2020v22i4p054-069.

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RésuméDans les dernières années l’importance des manuels scolaires est mise en évidence dans différents pays, débouchant sur la création, en 2015, de l’International Conference on Mathematics Textbook Research and Development (ICMT). Dans ce texte, je présente une proposition pour l’analyse de manuels, constituée des étapes suivantes, non linéaires : choix des manuels ; séparation des Parties Cours et Parties Activités Proposées ; élaboration/modélisation des praxéologies mathématiques ; élaboration/modélisation des praxéologies didactiques ; croisement des donnés.Mots-clés : Manuels Scolaires, Praxéologies Mathématiques, Praxéologies Didactiques.AbstractIn recent years, the importance of textbooks has been highlighted in various countries, leading to the creation in 2015 of the International Conference on Mathematics Textbook Research and Development (ICMT). In this text, I present a proposal for the analysis of textbooks, consisting of the following non-linear steps: the choice of the textbooks to be analyzed; a separation of the Course and Proposed Activities sections; the modelling of mathematical praxeology; the modelling of didactical praxeology and the cross-checking the data.Keywords: Textbooks, Mathematical Praxeology, Didactical Praxeology.
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Gökçek, Tuba, and Sedef Çelik. "A Meta-Synthesis Study of Research About Mathematic Textbooks." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (2020): 1247–88. http://dx.doi.org/10.14527/pegegog.2020.038.

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This research aimed to investigate studies examining mathematics textbooks in depth. To this end, specific keywords and criteria were entered into Google’s advanced search engine and the Council of Higher Education national thesis center to obtain articles and theses related to mathematics textbooks. The research investigated a total of 114 studies on mathematics textbooks published between 2005 and 2019. The data obtained were firstly subject to a descriptive analysis. A meta-synthesis method was then used to evaluate the studies included in this research. To analyze the objectives of the studies included in this research, we used the theoretical framework developed by Fan, Zhu and Miao (2013) to create an original classification. Results showed that studies examining opinions on mathematics textbooks (41.00%) were less than studies analyzing mathematics textbook (59.00%). Moreover, surveys were found to be the most frequentlyy used data collection tool in studies collecting opinions on mathematics textbooks, with teachers being the most commonly used participants subject to this data collection method. Additionally, the meta-synthesis analysis indicated that studies analyzing mathematics textbooks generally focused on topics specific to mathematics and on a specific section of a textbook (e.g. activities, problems) whereas those investigating opinions on mathematics textbooks concentrated on studies emphasizing the features of mathematical textbooks and the role of textbooks in learning-teaching.
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Kholil, Mohammad, and Lailatul Usriyah. "Pengembangan Buku Ajar Matematika Terintegrasi Nilai-Nilai Keislaman dalam Penanaman Karakter Siswa Madrasah Ibtidaiyah." Madrasah 12, no. 1 (2020): 52–62. http://dx.doi.org/10.18860/mad.v12i1.7442.

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Teaching materials is one important component in learning. Teaching material is packaged in an interesting learning resource so that it can help cultivation of character in student, especially elementary school students. At this age is the right time to instill the concept in children, especially concepts related to character. This is a challenge for teachers to be able to integrate concepts in subject matter with Islamic values that can help grow student character. Therefore, in this study the development of mathematics textbooks that integrated Islamic values in the character planting of Madrasah Ibtidaiyah Zainul Hasan Balung students was carried out. The purpose of this study is 1) to explain the process of compiling mathematics textbook that integrated Islamic values for the cultivation of characters in students of Madrasah Ibtidaiyah Zainul Hasan Balung; and 2) Knowing the feasibility of mathematics textbooks that integrated Islamic values for the cultivation of character in students of Madrasah Ibtidaiyah Zainul Hasan Balung. The approach and type of research used in this study is Research and Development (RD). Research and development are a research method used to produce certain products and test the effectiveness of these products. This research was designed using the Borg W.R. and Gall M.D. textbook development model. The development of this teaching material produces mathematics textbooks integrated Islamic values as a teacher and student companion book in learning mathematics. The resulting textbooks were tested on third grade student’s “A” of MI Zainul Hasan Balung. Trial of mathematics textbook products that integrated Islamic values to find out the attractiveness or feasibility of textbooks. From the calculations using formulas, the percentage of feasibility or attractiveness of the use of mathematics textbooks that integrated Islamic values is 84.30%. In accordance with the table of eligibility or validity shows that the results of the validation or the feasibility of developing a mathematic textbook that integrated Islamic values included in the category is very interesting
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Chowdhuri, Meghna Nag. "Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi." Contemporary Education Dialogue 18, no. 1 (2021): 117–47. http://dx.doi.org/10.1177/0973184920984517.

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For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
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Nguyen Tien, Trung, Thao Trinh Thi Phuong, and Giang Pham Anh. "Mathematics textbook analysis based on the realistic mathematics education theory and some recommendations." Journal of Science Educational Science 65, no. 7 (2020): 136–49. http://dx.doi.org/10.18173/2354-1075.2020-0085.

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Writing and evaluating textbooks under the Vietnam new general education curriculum (2018) is a topic of interest to society as well as researchers. This study aims to evaluate the practical elements in current Mathematics textbooks (according to the previous Mathematics Education Curriculum). In order to conduct research, the author offers two frameworks for analyzing textbooks, basically built on the approach to Realistic Mathematics Education theory (RME). This study found that real contexts, real tasks, historical-cultural images, integrated or interdisciplinary elements are presented quite a lot in current Math textbooks. However, it is also necessary to innovate, update, supply real tasks, and pay attention on the structure and level of real tasks, cultural, historical and integrated elements in the mathematics textbooks in order to implement and develop the new math Mathematics Education Curriculum in Vietnam new general education curriculum. The new textbook analytical framework mentioned in this research can also be used to evaluate the “practicality” of the new mathematics textbooks.
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Dissertations / Theses on the topic "Textbook of mathematics"

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Jaffer, Shaheeda. "Mathematics, pedagogy and textbooks : a study of textbook use in Grade 7 mathematics classrooms." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/14964.

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Bibliography: leaves 221-223.
This dissertation is concerned with a systematic description of the recontextualization of the practices of a textbook, Maths for all Grade 7 Learner's Activity Book, when it is incorporated into grade 7 mathematics teachers' classroom practices. In particular, the research described here focuses on the impact of the textbook on four grade 7 mathematics teachers' classroom practices. My study forms a sub-project of a larger research project which explores the impact of the textbook, Maths for all Grade 7 Learner's Activity Book, in 14 grade 7 mathematics classrooms. The research design of my study comprised two aspects: an analysis of a chapter from the textbook, Maths for all Grade 7 Learner's Activity Book, and an analysis of its use in classrooms. Data collected included a textbook chapter on measurement and the accompanying chapter in the teacher's guide, questionnaires (learner, teacher and school), teacher interviews, video recordings of observed lessons and learner notebooks. Drawing largely on Paul Dowling's Social Activity Theory and Paula Ensor's extension of this work in her study on teacher education, a theoretical model was developed for the analysis of data. The theoretical model was supplemented with theoretical concepts from Basil Bernstein's sociological theory of pedagogic discourse. While the model was developed in relation to the content and use of a specific textbook, the model can potentially be used for other mathematics textbooks or textbooks from other disciplines. Analysis shows that the textbook, which embodies an inductive, exploratory pedagogy, cannot on its own achieve learner's apprenticeship into mathematics, or teacher's apprenticeship into its privileged mode of teaching mathematics. The analysis of the teachers' use of textbook shows that in most cases, the privileged pedagogy of the textbook differed considerably from the preferred pedagogy of the teachers. Most teachers preferred a deductive pedagogy and used the textbook in ways which fragmented the mathematical knowledge presented to learners, reduced the mathematical complexity of the textbook tasks and consequently transformed the pedagogic intentions of the textbook. The research therefore concludes that the transformative role of the textbook needs to be accompanied by teacher development programmes.
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Baser, Nadiye. "A Case Study Of Elementary Mathematics Teachers&#039." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614403/index.pdf.

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The purpose of this study was to investigate teachers&rsquo
ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo
views about elementary students&rsquo
usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo
views about mathematics textbooks&rsquo
characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo
mathematics textbook usage and students&rsquo
mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.
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Brehmer, Daniel. "Problem solving in mathematics textbooks." Licentiate thesis, Mälardalens högskola, Utbildningsvetenskap och Matematik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27739.

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The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.
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Tani, Wali Bahader. "TEXTBOOK ANALYSIS IN AFGHANISTAN : Comparison of mathematics’ textbooks of grade 7-9." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33824.

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Mathematics education is considered indispensible for the improvement of curriculum and education system in each country. Similarly, in order to witness a positive and affective improvement in the curriculum and education system of Afghanistan, Mathematics textbooks have recently been revised by the Ministry of Education. Therefore, it was important to compare old and new textbooks of mathematics from some important learning and teaching approaches. Besides textbook analysis in lower secondary level, this study also analyzed the perceptions of different teachers regarding the recent change in the mathematics textbooks in lower secondary schools in Khost province, Afghanistan. For this study which took place in 15 schools in Khost province, quantitative research method was used. 15 teachers were given questionnaires to fill in with their perceptions about the old and new mathematics textbooks. It was found that new textbooks are better designed than old textbooks according to the teachers’ responses; therefore, all the teachers believed that new textbooks reinforce students’ learning by explaining charts, graphs and diagrams. Conversely, new textbooks are not easy for teachers to successfully teach new textbooks. Hence, it is to a large extent out of students’ cognitive development. Teachers’ responses and perceptions regarding questioning, bringing examples and illustrations are discussed which teachers believed as the key approaches for the improvement of mathematics learning achievement. Additionally, teachers believes about cognitive development of mathematics, design of old and new mathematics textbooks, mathematics concepts and their use in everyday life, contents and use of teachers’ guide of textbooks are briefly discussed in Afghan context. The study contributed to existing knowledge in the area and the findings of the study are debatable because there are many issues and topics about mathematics textbooks to be explored. Different perspectives such as pedagogical and didactical aspects regarding old and new mathematics textbooks were discussed.
Temp Afghanistan
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Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

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Chávez-López, Óscar. "From the textbook to the enacted curriculum : textbook use in the middle school mathematics classroom /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099613.

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Freiman, Viktor, and Danis Michaud. "One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teaching." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79834.

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Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.
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Santos-Bernard, Dora. "The use of illustrations in school mathematics textbooks : presentation of information." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363652.

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Defence, Astrid. "The readability of the mathematics textbook : with special reference to the mature student." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ44873.pdf.

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Ozdogan, Serpil. "A Comparative Analysis Of Perimeter, Area And Volume Topics In The Selected Sixth, Seventh And Eighth Grades Mathematics Textbooks From Turkey, Singapore And The United States." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612689/index.pdf.

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The purpose of this study was to compare selected sixth, seventh and eighth grades mathematics textbooks from Turkey, Singapore and the United States of America and explore their implications for presenting same opportunity to learn to the students at the same grade level. In this study, the selected books were analyzed in terms of whether they included perimeter, area and volume topics, how they presented the topics on the basis of the selected features and the complexity of to-be-solved mathematical problems related to the topics. Some similarities and differences were observed among the textbooks. It was found that the Turkish textbooks are inclusive in terms of subtopics related to perimeter, area and volume. However, the number of pages dedicated to present the topics is the highest in the Singaporean textbooks. That is, in comparison to the Turkish textbooks, the Singaporean textbooks include fewer number of subtopics related to perimeter, area and volume, but the subtopics are presented in a more detail manner. These books are also rich in terms of mathematically relevant illustrations that make the topics more understandable for students. While the U.S textbooks benefit heavily from technology to present the topics, especially by using three-dimensional shapes
the Turkish and Singaporean textbooks do not make use of technology. The textbooks do not show a difference in terms of complexity of to-be-solved problems. Since all of them mostly include the problems with moderate complexity. Despite there is not any difference among the textbooks in terms of the complexity of to-be-solved problems, there is a difference in terms of the number of to-be-solved problems in the textbooks. The Singaporean textbooks encompass more to-be-solved problems compared to others. The study was concluded by providing some useful suggestions to cover the perimeter, area and volume topics in a way that makes students&rsquo
learning easier and to present same opportunity to learn to the students.
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Books on the topic "Textbook of mathematics"

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Whitehouse, Ann. Pure mathematics textbook. HLT Publications, 1990.

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Dr. Prabhakar Gupta H. S. Gangwar. Textbook of engineering mathematics. New Age International Pvt, 2009.

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Nicholas, Rau, ed. Mathematics for economists: An introductory textbook. 2nd ed. Manchester University Press, 2007.

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Ollerton, Mike. Learning and teaching mathematics without a textbook. Association of Teachers of Mathematics, 2002.

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K, Ranganathan, and SpringerLink (Online service), eds. A Textbook of Graph Theory. 2nd ed. Springer New York, 2012.

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C, Barker Vernon, Lockwood Joanne S, and Essex County College, eds. Prealgebra: Textbook for MTH 086--introductory algebra. 5th ed. Cengage Learning, 2010.

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Nurk, Enn. Mathematics 6: An award-winning textbook from Russia. Perpendicular Press, 2003.

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Yuhno, Natal'ya. Mathematics. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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Buevich, I͡U A. Hydrodynamics: Examples and problems : a textbook. Begell House, 2001.

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Beloshistaya, Anna. Mathematics in primary school: teaching methods. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1070170.

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The textbook contains methodological information and recommendations for the course of mathematics, which is studied in elementary school. All types of tasks, computational techniques and computational actions, typical and non-typical tasks, and techniques for working with them are given. The content of the textbook is focused on the mandatory minimum of primary education, current programs and current textbooks. The article presents universal methodological information related to any of the modern systems of teaching mathematics in primary classes. Meets the requirements of the federal state standards of secondary vocational education of the latest generation. It is addressed to students of institutions of secondary vocational education in the specialty "Teaching in primary classes".
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Book chapters on the topic "Textbook of mathematics"

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Ceglie, Robert, and Vidal Olivares. "Science and Mathematics Textbook Progression." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-930-5_6.

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Crisler, Nancy, Patience Fisher, and Gary Froelich. "A discrete mathematics textbook for high schools." In Discrete Mathematics in the Schools. American Mathematical Society, 2000. http://dx.doi.org/10.1090/dimacs/036/27.

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Even, Ruhama, Michal Ayalon, and Shai Olsher. "Teachers Editing Textbooks: Transforming Conventional Connections Among Teachers, Textbook Authors, and Mathematicians." In Mathematics Education in a Context of Inequity, Poverty and Language Diversity. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38824-3_10.

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Li, Yeping, Jianyue Zhang, and Tingting Ma. "School Mathematics Textbook Design and Development Practices in China." In Mathematics Curriculum in School Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_15.

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Takahashi, Akihiko. "The Japanese Approach to Developing Expertise in Using the Textbook to Teach Mathematics." In Expertise in Mathematics Instruction. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-7707-6_10.

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Son, Ji-Won, and Jeri Diletti. "What Can We Learn from Textbook Analysis?" In What Matters? Research Trends in International Comparative Studies in Mathematics Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51187-0_1.

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Even, Ruhama, and Shai Olsher. "Teachers as Participants in Textbook Development: The Integrated Mathematics Wiki-book Project." In Mathematics Curriculum in School Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_16.

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Maaß, Jürgen, Niamh O’Meara, Patrick Johnson, and John O’Donoghue. "Adapting Textbook Problems to Create a More Reality-Based Mathematics Education." In Mathematical Modelling for Teachers. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00431-6_3.

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Qi, Chunxia, Xinyan Zhang, and Danting Huang. "Textbook Use by Teachers in Junior High School in Relation to Their Role." In Research on Mathematics Textbooks and Teachers’ Resources. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73253-4_2.

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Watanabe, Tad. "Lesson Study and Textbook Revisions: What Can We Learn from the Japanese Case?" In Theory and Practice of Lesson Study in Mathematics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_10.

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Conference papers on the topic "Textbook of mathematics"

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Hadi Prajitno, Sunyoto, and Erlin Ladyawati. "Discrete Mathematics’ Textbook Development based on Multiple Intelligences." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008519702220227.

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Dina, Prasetyowati, Kartinah, and Sutrisno. "Dissemination of Mathematics 3-D Textbook to Improve Students Mathematical Communication Ability." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.50.

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Tarasenkova, Nina, and Mykhailo Burda. "APPLIED ORIENTATION OF THE MATHEMATICS TEXTBOOK FOR LYCEUMS." In WIELOKIERUNKOWOSC JAKO GWARANCJA POSTĘPU NAUKOWEGO. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.02.2020.v2.28.

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Putri Merona, Senja, and Erika Eka Santi. "Mathematical Reasoning in Complex Function Textbook Exercises." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.42.

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Utterberg, Marie, Martin Tallvid, Johan Lundin, and Berner Lindström. "TEACHERS' ATTITUDE TO AND USE OF A DIGITAL MATHEMATICS TEXTBOOK." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1332.

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Wei, Jia, and Jinduo Guo. "Investigation and Reflection on Gender Stereotyped Illustrations in Elementary School Mathematics Textbooks: From the Perspective of Textbook Development." In International Conference on Education Studies: Experience and Innovation (ICESEI 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.066.

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Chandra, Tjang Daniel. "Some mistakes in solving irrational inequalities in mathematics textbook grade 10." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043229.

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Fauzan, Ahmad, Elita Zusti Jamaan, and Inge Schwank. "Improving the Student’s Numerical Reasoning by Using Mathematics Cognition-Based Mathematical Textbook Development at Elementary Schools." In 2nd International Conference Innovation in Education (ICoIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.201.

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Helmane, Ineta. "THEMATIC APPROACH IN THE MATHEMATICS TEXTBOOK IN PRIMARY SCHOOL: EXPERIENCE OF LATVIA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0796.

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Benvenuti, Silvia, and Giovanna Guidone. "HOW MEANINGFUL IS A GOOD TEXTBOOK FOR A MATHEMATICS HIGH SCHOOL-TEACHER?" In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1703.

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Reports on the topic "Textbook of mathematics"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Sultanov, S. R. Electronic textbook " Algebra and number theory. Part 2 "direction of training 02.03.03" Mathematical support and administration of information systems". OFERNIO, 2018. http://dx.doi.org/10.12731/ofernio.2018.23685.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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