Journal articles on the topic 'Textbook Usage, Mathematics Textbook Characteristics'

This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country were selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbook series. In addition, the questions in these textbooks were determined to demonstrate different characteristics. Moreover, these findings highlight the importance of cross-national textbook comparison to enhance the understanding of differences in learning opportunities across different countries.

Many studies regarding the acquisition of te iru focus on the learner’s language output. There are very few researches that focus on textbooks as the input in language studies. There is a possibility that introducing grammatical items in textbooks tends to lead the learners to misuse te iru. It is necessary to clarify the grammatical items' characteristics in the basic level textbooks as a language input. Especially, in the study abroad, such as in Indonesia, non-textbook sources for Japanese input are limited. Therefore Indonesian Japanese learners mostly depend on textbooks. This research will discuss the introduction of te iru in the basic level textbooks from the input viewpoint. This research examines how te iru is introduced in “Situational Functional Japanese”. The data in this research include the main textbook and the grammatical explanation, from which te iru sentences are collected and classified. In order to identify the general tendency of te iru in textbooks, te ita, te inai and subordinate sentences are also included as data. Each textbook recognizes that five usages are introduced in the explanation of SFJ, but only two usages are written in explaining the usage of te iru. Their usage is resultative and progressive. And, te inai and te ita are also introduced in SFJ. Moreover, if we look at the distribution of the example sentences of te iru in SFJ the example sentences can still be found, some of which show an increase in subsequent chapters.

Relevance of the study is substantiated by the need for the optimisation of foreign languages education in non-linguistic higher education establishments at economic faculties that are particularly influential on the process related to the acquisition and memorising of linguistic material. The purpose of the study is to analyse the English textbook «Enterprise 4» issued by the Publishing house «Express Publishing» as an effective means of communication. Special attention is paid to the correspondence of the content of the textbook to its aim, expediency of using the mentioned textbook at practical sessions at higher educational institutions at economic faculties by the students majoring in Hotel and Restaurant Business. The methods used are as follows: the methodological aspect of the textbook is stressed; the author emphasises a positive role of the data obtained and the introduction, underlining the aim of lessons for seekers of higher education. The scholar examines the usage of the most spread types of tests: asking-answering questions, translating, matching, completing, gap-filling, information transferring, recording, correcting, paragraphing, multiple choice, finding differences (similarities) and so on. Results: the article underlines the importance of the textbook’s functions, the necessity to include into the educational process such creative tasks as working out portfolios, group work, making notes, making up dialogues, organisation of discussions, presentations, role-playing. Unquestionable advantages of the “Enterprise 4” textbook are as follows: complete compatibility to the requirements of the teaching programs, prominent clarity of the material structuring, availability of technical support for the textbook users, visible scientific correctness in the contents and completeness in the revealing of the main issues, the use of up-to-date and generally accepted scientific terms. The lexical and grammar material is practice-oriented, its interactions with life is obvious. The textbook shows the ways to the differential approach to teaching new material; its content correlates with age characteristics of higher school students. The language of the mentioned material is clear and simple. One can trace comparative studies in the textbook (American English – British English reference book). Motivation of the youth’s learning activities, development of their interest to the subject by using the methods proposed in the textbook show the presence of problematic and searching tasks. The didactic adequacy of the tasks system given in the textbook, its capacity to facilitate students’ independent activities alongside the logic of the illustrative material layout and use are considerable advantages of the textbook as both a stand-alone and an additional information source. Conclusions: this article accents on further development of the four language activities at the English lessons – listening, speaking, reading and writing, as well as on four competences –linguistic, speaking, social-cultural and strategic (general learning) ones.

The topic of similarity plays an essential role in developing students’ deductive reasoning. However, knowing how to teach similarity and understanding how to incorporate deductive reasoning and proof along with plane geometry remain a challenge to both school curriculum creators and teachers. This study identified the problems and characteristics regarding how similarity is treated in secondary mathematics textbooks in Hong Kong in the past half century. The content analysis method was used to analyze six secondary mathematics textbook series published in different periods. From the epistemological perspective of the textbook contents, our analysis shows the historical context and learning trajectories of how similarity was treated in school curriculum. The natural axiomatic geometry paradigm is not emphasized too much at different stages and most of the textbooks did not provide formal proofs of similarity. The intuitive idea was gradually consolidated into a formal definition of similarity. Furthermore, the way that rigorous geometric deduction can be performed from intuitive concepts and experimental geometry to the idea of proofs and formal proofs is also discussed.

The purpose of this study is to design a structural model explaining how elementary students use digital textbooks on mobile devices. This study extends the technology acceptance model framework, with self-efficacy, learning motivation, learning strategies, and parent education level as external variables. Results show that perceived usefulness was a significant mediating factor for students’ actual usage of digital textbook on mobile devices. Self-efficacy and learning strategies influence self-reported actual usage through perceived usefulness and perceived ease of use. In addition, parent education level has a significant influence on students’ self-efficacy and especially learning motivation. These findings have broadened research on technology acceptance with emphasis on a more learning-centered framework that focuses on the learners’ characteristics and their unique contexts when using digital textbooks via mobile devices.

The package CONVODE (CONVersion of Ordinary Differential Equations) is written in REDUCE 3.4 in order to study differential equations and systems of differential equations. Differential equations (D.E.) whose solutions can be obtained using CLASSICAL methods of integration are investigated. CONVODE is written on the framework of most of the textbook on D.E. One of the characteristics of CONVODE is to be a very wordy program and to keep its user aware of its process.

The assessment and grading practices in 19 mathematics classes in 5 high schools in 3 states were studied. In each class the most frequently used assessment tools were tests and quizzes, with these determining about 77% of students' grades. In 12 classes other forms of assessment, such as written projects or interviews with students, were also used, with performance on such instruments counting for about 7% of students' grades averaged across all 19 classes. Test items generally were low level, were stated without reference to a realistic context, involved very little reasoning, and were almost never open-ended. Most test items were either neutral or inactive with respect to technology. Written projects usually involved more complex analyses or applications than tests did. The teachers' knowledge and beliefs, as well as the content and textbook of the course, influenced the characteristics of test items and other assessment instruments. Only in geometry classes did standardized tests appear to influence assessment.

The article deals with the problems of term functioning and classification in the field of electronic educational publications (electronic textbooks) in the Ukrainian publishing market. It analyses the main features of the standards in the field of electronic book publishing, as well as basic principles of its creation. The problems of creating electronic textbooks have been highlighted. Prospects for further research and a possibility of terms’ usage from the publishing business have been described. Previously, this term was understood as a device enabling reading, but at present an e-book is a content that requires playback by individual devices. The problems of creating interactive electronic publications, including the lack of skills of publishers and a high cost of software for such publications’ layout have been explored. This issue can be resolved either in concluding agreements with foreign partners,or in creating their own technological platforms. Summarizing our analysis, we can conclude that standards in the field of electronic publications should be updated at least once every five years. Ukraine needs not only well-designed standards, but also a respect for copyright and a protection of intellectual property. A lack of control, unified typological classification and certification of such publications can result in springing up electronic publications of improper quality. Respectively, they can harm users. Sometimes publishers can not clearly identify which electronic product they have made. The problem can be solved only at the national level, with the help of regulations and a creation of a regulative institution. The latter should be responsible for standardization and certification of e-learning publications and their quality characteristics. The prospects for standardization of electronic publications have been determined. Keywords: e-learning edition, e-textbook, interactive textbook, multi media content, standard, typology, problems.

Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher?s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students? responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

This study presents research aimed at analyzing whether, in contrast with traditional methodologies, the usage of information and communication technologies (ICTs) in the process of learning mathematics affects gender distinctions by affecting the low rate of matriculation of women into technological studies. The research was carried out by utilizing a quasi-experimental pretest–posttest procedure using a non-equivalent control group with traditional teaching methodology (textbook and usual drawing tools), and an experimental group, in which a classroom wiki and its digital equivalents were used in the Cabri, Geogebra, and Descartes programs. A quantifiable comparison of the effects on teaching was performed by assessing the strengths and weaknesses of employing ICTs. The results show a higher motivation in the experimental group, evident in their learning and their better marks compared to those of the control group. In addition, in the pretest and posttest, women’s marks were better than those of men. In conclusion, the transformation of the teaching–learning methodologies in mathematics is demanded with the use of programs such as Dynamic Geometry or Geogebra, which enable greater student involvement and more meaningful and relevant learning.

The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.

This article reports on a research project aimed at developing and evaluating a song album as an instructional material for the teaching and learning of basic Arabic language in Malaysian primary schools. Generally, the procedure for undertaking the research project could be divided into four different stages, namely (i) the gathering of ideas for the music arrangement for all the nine songs in the album; (ii) development of the song album; (iii) evaluation of the developed song album; and(iv) improvement and refinement of the song album. The results show that characteristics of suitable music arrangementfor the songs in the album are as follows: (i) modern music instruments combined with local and Arabic traditional music instruments so as to make the compositions more unique and interesting, (ii) the use of a variety of rhythmic styles;combining modern and traditional elements including middle east rhythm, (iii) employment of the combination of adult and children singers (iv) varied tempo with vibrant and energetic mood (v) take into account the possibility of combining singing of the songs with dance and movement activities. According to evaluation by the panel of experts, the songs in the albumareof good quality in both the aspects of singing and music arrangement. Meanwhile the results on the aspect of usability found that all of the songs in the album are attractive and suitable to be used as instructional material for the teaching and learning of basic Arabic language to year one pupils in Malaysian primary schools. The song album could facilitate Arabic language teachers to be more confident in carrying outsingingactivities in their classroom as outlined in the Year One Arabic language textbook published by the Ministry of Education. Consequently, by employing singing activities using the songs in the album could help to make their lessons more engaging, attractive and effective.

Resumo: A história da matemática como campo de investigação cientifica tem possibilitado, por meio da observação e análise em tratados históricos que carregam em seu conteúdo e contexto uma gama de informações, a produção de narrativas historiográficas das quais são elencados desdobramentos para o ensino. Tal fato tem ocorrido a partir do pressuposto de que a incorporação de elementos da história em sala pode fornecer subsídios ao processo de ensino e aprendizagem. Visto isso, mediante a proximidade com a educação básica, em especial com o ensino médio, desenvolveu-se esse estudo na tentativa de identificar a aproximação das escritas baseadas na história da matemática presentes em livros didáticos do ensino médio com as vertentes historiográficas tradicional e atualizada. Nessa perspectiva, a pesquisa ora realizada foi de cunho qualitativa documental com uma contribuição bibliográfica. Verificou-se nesse estudo que os textos, em que informações da história são elucidadas, possuem características que condizem com a vertente historiográfica tradicional. Em nenhuma das alusões feitas à história foi possível observar um domínio de características que a indicasse como próxima a uma escrita da história nos moldes da vertente atualizada.Palavras-chave: Ensino de matemática. Livro didático. Escrita da história da matemática. Abstract: Tradução do resumo para o Inglês. The history of mathematics as a field of scientific investigation has made possible through observation and analysis in treaties and / or works that carry in their content and context a range of information to the production of some historiographical narratives, of which they are sometimes listed and / or some of its implications for teaching. This fact has occurred from the assumption that the incorporation of elements of the story into room may possibly provide subsidies to the teaching and learning process. Given this, and through proximity to basic education, especially with secondary education, this study was developed in an attempt to identify the approximation of the writings based on the history of mathematics present in high school textbooks with the traditional and updated historiographic aspect. From this perspective, the research carried out was qualitative documentary with a bibliographical contribution. It was mentioned in this study that the texts, in which information of the story are elucidated, have characteristics that correspond to the traditional historiographic aspect, in none of the allusions made history was it possible to observe a domain of characteristics that indicated it as close to a writing of history in the molds of the updated slope.Keywords: Teaching mathematics. Textbook. Math history writing.

Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries.
 Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions.
 Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited.
 Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.

<p>A learning trajectory offers a description of key aspects in planning mathematics learning. It also helps teachers follow and interpret students’ mathematical thinking, so that learning can be developed in accordance with the characteristics of students, and even become a tool for teachers to develop curriculum. There are three main components of learning trajectory: learning goals, learning activities, and hypothetical learning processes. In this article, we constructed a learning trajectory of the quadratic inequality. This qualitative study used didactical design research with 105 grade 10 students as the participants. In the prospective analysis step, didactic design, learning obstacle, and quadratic inequality system were analyzed. Based on the results of this analysis, we constructed hypothetical learning trajectories in the form of didactical design. Then, hyphothetical learning trajectories were implemented in the learning process. Student’s responses were analyzed qualitatively. Results of this analysis were used to revise the learning trajectory in order to obtain alternative trajectory learning outcomes of theoretical and empirical analysis. Finally, this article offers an alternative learning trajectory of quadratic inequalities that are different from the existing learning trajectories presented in the current textbook. The learning trajectory that is offered is the learning quadratic inequality which starts from the function approach.</p><p> <strong>BAHASA INDONESIA ABSTRACT: </strong>Learning trajectory (LT) menawarkan sebuah deskripsi akan aspek kunci dalam perencanaan pembelajaran matematika. LT juga membantu guru belajar dalam mengikuti dan menginterpretasi cara berpikir matematisnya siswa, sehingga pembelajaran dapat dikembangkan sesuai dengan karateristik siswa, bahkan menjadi alat bagi guru untuk mengembangkan kurikulum. Ada tiga komponen utama dari learning trajectory, yaitu: tujuan pembelajaran (learning goals), kegiatan pembelajaran (learning activities) dan hipotesis proses belajar siswa (hypothetical learning process). Dalam artikel ini akan dikonstruksi sebuah LT pertidaksamaan kuadrat. Penelitian ini menggunakan pendekatan kualitatif dengan didactical design research. Adapun partisipan sebanyak 105 siswa kelas X. Pada awal penelitian ini, dilakukan analisis propektif yaitu analisis atas materi pertidaksamaan kuadrat, hambatan belajar dan tingkat berpikir siswa. Kemudian dari hasil analisis ini disusunlah Hipotetical Learning Trajectories yang berupa desain didaktis. Desain didaktis berdasarkan Hypotetical Learning Trajectories ini diimplementasikan dalam pembelajaran. Respon siswa dianalisis secara kualitatif. Hasil analisis ini digunakan untuk merevisi Learning Trajectory, sehingga diperoleh Learning Trajectory alternatif hasil analisis teoritik dan empirik. Akhirnya, artikel ini menawarkan sebuah alternatif learning trajectory pertidaksamaan kuadrat yang berbeda dengan learning trajectories yang ada pada buku pelajaran sekarang. Learning trajectory yang ditawarkan adalah pembelajaran pertidaksamaan yang dimulai dengan pendekatan fungsi. </p>

Abstrak
 Penelitian ini didasari dengan adanya perkembangan teknologi informasi dan komunikasi serta belum banyaknya diktat kapita selekta matematika SMA yang berbasis Geogebra. Penelitian ini merupakan penelitian awal dalam proses pengembangan Diktat Kapita Selekta Matematika SMA berupa analisis kebutuhan dan desain konseptual. Karena merupakan penelitian pengembangan maka metode yang digunakan adalah metode penelitian R n D dengan model Four-D. model Four-D ini terdiri dari Define, Design, Develop, Dessiminate. Karena keterbatasan waktu dan dana model ini dilakukan dalam dua tahap yaitu Define: Need Assessment dan Design: Conceptual Design. Instrument yang digunakan adalah lembar observasi, kuisoner, dan Tes. Lembar observasi digunakan agar dapat memberikan gambaran tentang analisis identifikasi kesenjangan, analisa performa, analisa hambatan dan sumber, identifikasi karakteristik siswa, identifikasi tujuan, dan menentukan permasalahan. Selain itu lembar observasi juga dibutuhkan dalam tahap desain konseptual untuk pemilihan media, pemilihan format, dan membuat rancangan awal. Kuisoner diberikan kepada ahli untuk uji ahli materi dan media dan kuisoner juga diberikan kepada mahasiswa sebagai respon atas pembelajaran yang dilakukan. Hasil analisis kebutuhan diperoleh beberapa kesenjangan, hambatan, ataupun tujuan untuk masa depan dari penelitian pengembangan ini, diantaranya adalah (1) Mahasiswa tidak terbiasa dengan software matematika sehingga ada kesulitan dalam mendapatkan cara untuk ilustrasi dari konsep yang ada di matematika, (2) Dari 16 materi yang ada pada mata pelajaran matematika, setelah dilakukan analisis kebutuhan maka diperoleh 10 materi yang akan menjadi bab dalam Diktat Kapita Selekta Matematika Atas berbasis Geogebra, (3) Desain konseptual yang diperoleh ada dalam lampiran rancangan awal dan format yang digunakan adalah format baku Diktat.
 Kata Kunci: Kapita Selekta, Analisis kebutuhan, Desain Konseptual, Matematika.
 
 Abstract
 This research is constituted with the development of information and communication technology and yet the number of high school math textbook of Capita Selecta using Geogebra. This research is early in the development process Dictates Capita Selecta Mathematical High School in the form of a needs analysis and conceptual design. Because of the development research method so in this research use R&D with Four-D models. Four-D models consists of Define, Design, Develop, Disseminate. Due to time constraints and funding, models is done in two stages: Define: Need Assessment and Design: Conceptual Design. The instrument will use the observation sheet, questionnaire, and test. Observation sheet used in order to provide an overview of the analytical identification of gaps, performance analysis, analysis of constraints and resources, identification of students' characteristics, the identification of objectives, and determine the problem. Besides, the observation sheet is also needed in the conceptual design phase for the selection of media, selection format, and make the initial draft. Questionnaire was given to experts to test materials experts and media. Then, the questionnaires are also given to students in response to the lessons. Meanwhile, Tests use to test the validity of test, so the matter will be given to Dictates Capita Selecta Mathematical High School.
 The result of need analysis is obtained some gaps, obstacles, or goals for the future of this research development, such as (1) Students are not familiar with mathematical software so there is difficulty in getting way to illustration from concept in mathematics, (2) after need analysis get 10 Material to Diktat “Kapita Selekta Matematika berbasis Geogebra,” (3) Conceptual design obtained in the appendix of the initial design and the format used is the standard format Diktat.
 Keywords: Capita Selecta, Need Assessment, Conceptual Design, Mathematics..

This study aimed to develop a digestive system textbook based on STMCpE for grade XI high school. The textbook is set to be a contextual textbook with problem-solving characteristics in the "Food Digestion" material. Food digestion was selected based on the consideration that it contains the scope of science related to technologies that can be engineered by considering mathematical calculations. Food digestion materials also bear contextual problems in the community regarding nutritional security. Hence, students are expected to solve problems regarding the availability of food as an appropriate source of nutrition. The STMCpE textbook was tested its validity, practicability, attractiveness, and effectivity. A pretest-posttest design was applied—quasi-experiment research method with Pretest-Posttest without the control class. Analysis of the data is used by the mixed method, which is the result of qualitative and quantitative data. The sample used was 30 students of class XI high school with problems. The result is that students' critical thinking skills are very good.

Introduction: The modernization of Bulgarian primary school education is directed towards the applied strategies, technologies, approaches, and methods as well as towards the introduction of new information technologies in the educational process in mathematics in primary school. 
 Object: The object of the present research work is to study certain specific characteristics, opportunities, the field of application and the efficiency of the electronic textbooks and their use by the teachers during the process of learning geometry content in the education of mathematics for Grades 1-4. 
 Methods: The experimental work includes qualitative and quantitative research of the problems specified in the above paragraph. The following methods were applied: didactical experiment, observation, test, content analysis, mathematical-statistical method for data processing.
 Results: The researchers performed observations and analysis of the frequency of use of electronic textbooks by the primary school teachers during geometry classes. Based on the results of the study it was found out that 86% of the teachers use electronic textbooks in their methodology work on a regular basis, 10% of them – from time to time and 4% do not use electronic textbooks at all. 
 The analysis of the entry and the exit diagnostic determined that all student had an equal level of knowledge at the start of the experiment. However, the results on exit level of the knowledge, the skills and the competencies showed that there is significant difference. The results on the exit level of the students from the experimental class where electronic textbooks have been systematically used are from 26% to 34% higher than the results of the students from the referent class where textbook have not been systematically used.
 Conclusion: The use of electronic textbooks for learning geometry content during mathematics classes in primary school must be scientifically grounded and precise. The introduction of the electronic textbooks into the educational process helps to put the students in an active cognitive position and motivates them for work during mathematics classes.

In the field of mathematics education, one of the main questions remaining under debate is whether students’ development of mathematical reasoning and problem-solving is aided more by solving tasks with given instructions or by solving them without instructions. It has been argued, that providing little or no instruction for a mathematical task generates a mathematical struggle, which can facilitate learning. This view in contrast, tasks in which routine procedures can be applied can lead to mechanical repetition with little or no conceptual understanding. This study contrasts Creative Mathematical Reasoning (CMR), in which students must construct the mathematical method, with Algorithmic Reasoning (AR), in which predetermined methods and procedures on how to solve the task are given. Moreover, measures of fluid intelligence and working memory capacity are included in the analyses alongside the students’ math tracks. The results show that practicing with CMR tasks was superior to practicing with AR tasks in terms of students’ performance on practiced test tasks and transfer test tasks. Cognitive proficiency was shown to have an effect on students’ learning for both CMR and AR learning conditions. However, math tracks (advanced versus a more basic level) showed no significant effect. It is argued that going beyond step-by-step textbook solutions is essential and that students need to be presented with mathematical activities involving a struggle. In the CMR approach, students must focus on the relevant information in order to solve the task, and the characteristics of CMR tasks can guide students to the structural features that are critical for aiding comprehension.

Entrance exams at the university level in Japan contain a particular type of English vocabulary known as “juken-eigo,” which is specifically employed in entrance examinations and has--in some cases--no other practical application. It has been noted that such juken-eigo vocabulary is comprised of high-level words that are not even included in junior and senior high school (JSH) English textbooks. This study undertakes (1) to scrutinize the language used in the Examination of the National Center for University Entrance (Center exams) and the entrance exams administered by the individual universities (University exams) and (2) to discover how the language compares with the vocabulary to which students are introduced in JSH textbooks. Because Japan's Ministry of Education, Science, and Culture revises its Course of Study guidelines approximately every ten years, exams from 1988, 1998, and 2004 were chosen to be used as samples for the study. The authors reviewed three Center exams and 48 University exams that had been administered during those years and they made quantitative/qualitative observations about the juken-eigo vocabulary. To fulfill the study, the changes in the characteristics of juken-eigo vocabulary were observed, by year, from the following five aspects: (1) the total number of words (types and tokens) used in Center and in University examinations, respectively; (2) the coverage of JSH English textbook vocabulary for individual Center and University exams; (3) the vocabulary level of Center and University exams with respect to the level presented in JSH English texts, then compared to the high-frequency words of the British National Corpus (BNC); (4) the number of outstanding juken-eigo words in the University examinations, as identified from available usage statistics and compared with the high-frequency words of the BNC; and (5) the scope of the vocabulary used in the University exams compared with the coverage of the related JSH textbooks, with regard to seven practical applications in spoken English and in written English, respectively. The study reveals that students are expected to be familiar with more words every year and that there are a higher percentage of juken-eigo words appearing in the individual University exams than in the Center exams. This study data prove that the juken-eigo vocabulary used in University exams is, in fact, above the level taught in JSH English textbooks, while the vocabulary used in the Center exams is very nearly appropriate for students who have just graduated from a senior high school in Japan. The authors discuss the implications of those findings and of the data collected when the vocabulary in respective entrance exams was compared with the high-frequency words of the BNC. Although there is some controversy over the esoteric nature of some of the words used in the vocabulary of University exams, it is important to note that, as time passes, the words deemed to be a part of the juken-eigo vocabulary are more in line with current events and practical spoken applications than are the words presented in the standard JSH textbook vocabulary. The fact is that if the public's increasing demand for practical communicative English language ability is taken into account, a student's modest vocabulary can be supplemented with much of the juken-eigo vocabulary such as that used in the University exams. During the study, it was noted that the level of usability exhibited in the "exam vocabulary" has increased, slightly--in both spoken and written English. It is the authors' contention, however, that students can be better prepared for the entrance examinations if the level of vocabulary used in the University exams was brought more into line with what students actually study when they are in school. This study provides valuable information and basic data, which can provide a solid foundation for the important discussion about what an entrance examination should be. 日本の大学入試英語問題の英語は｢受験英語｣と呼ばれ、大学に入るための特殊な英語であると一般には考えられる。またその語彙の難易度は、文部（科学）省の学習指導要領に基づく中高英語教科書語彙のそれを超えて、難しすぎるのではないかと言われる。そこで本研究は、大学入試英語問題全体に使用される英語語彙の難易度と有用性を、1980年代以降を３年代に分けて定量的・定質的に調査し検証することを目的とした。調査分析は、（1）異語数と延べ語数、（2）中高英語教科書語彙によるカバー率、（3）British National Corpusを基準尺度にした語彙レベル、（4）特徴語の抽出、（5）音声英語と文字英語の各７分野に対するカバー率の測定、という５項目で実施した。結果からは、共通一次・センター試験問題語彙の難易度はほぼ適切であるのに対し、個別大学入試英語問題語彙のそれは高すぎることが確認された。一方、個別大学入試英語問題語彙の有用性は高いことが判明した。

<p><strong>Vol 10, No 1 (2015)</strong></p><p><strong> </strong></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>01-02</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2"><em>The relationship between Turkish primary school students scientific literacy levels and scientific process skills</em></a><em></em></p><p><em>Yasemin Godek, Volkan Hasan Kaya, Dilber Polat</em></p><p><em>03-11</em><em></em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_3">GeoGebra 3D from the perspectives of elementary pre-service mathematics teachers who are familiar with a number of software programs</a></p><p><em>Serdal Baltaci, Avni Yildiz</em></p><p><em>12-17</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_4">Using Gagnes nine events in learning management systems</a></p><p><em>Ali Gokdemir, Omur Akdemir, Omer F. Vural</em></p><p><em>18-31</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_5">Infographics: A new competency area for teacher candidates</a></p><p><em>Hakan Islamoglu, Osman Ay, Ulas Ilic, Barıs Mercimek, Pelin Donmez, Abdullah Kuzu, Ferhan Odabasi</em></p><p><em>32-39</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_6">Journeys of science and culture from Hakkari to Istanbul: Reflections of teachers</a></p><p><em>Muhammet Oztabak, Cem Ozisik, Ozge Hacifazlioglu</em></p><p><em>40-52</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_7">Comparison of public and private school teachers and school principals opinions in Abuja, Nigeria</a></p><p><em>Deniz Ozcan, Teyang Istifanus Zabadi</em></p><p><em>53-64</em></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_8">Significance of personal characteristics for entrepreneurial youth activity</a></p><p><em>Ruta Adamoniene, Adele Astromskiene</em></p><p><em>65-74</em></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_9">Online device usage habits and emotional well-being in net generation</a></p><p><em>Nur Demirbas Celik, Birol Celik</em></p><p><em>75-85</em></p><p><em> </em></p><p><em> </em></p><p><strong>Vol 10, No 2 (2015)</strong></p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>84-85</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_2"><em>The Reviewer List</em></a><em></em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p><em>86</em></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_3">Enhancing the Quality of Secondary Educational Institutions Through in-Service Training of Teachers in Bayelsa State, Nigeria</a></p><p><em>Chukwuma N. Ozurumba</em></p><p>87-93</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_4">Occupational Stress and Job Satisfaction Among Indian Secondary School Teachers</a></p><p><em>Mariya Aftab, Tahira Khatoon</em></p><p>94-107</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_5">Identifying Competitive Positioning Strategies of Universities: Evidence from Turkey</a></p><p><em>Burçak Cagla Garipagaoglu, Muhammet Yasar Ozden</em></p><p>108-121</p><p><em> </em></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1.5"> <span style="text-decoration: underline;">Environmental sensitivities of inspectors, managers and principals working for the Ministry of Education</span></a></p><p><em>Askin Kiraz, Begum Pastirmacioglu</em></p><p>122-135</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_7">Using Nonverbal Communication in EFL Classes</a></p><p><em>Aysenil Barabar, Cagda Kivanc Caganaga</em></p><p>136-147</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_8">Capture the City: Spatial Perceptions of Gifted and Talented Students</a></p><p><em>Huseyin Mertol, Deniz Ozcan, Kuttusi Zorlu, Nur Demirbas Celik</em></p><p>148-156</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_9">Determining Parents Attitudes Regarding Child Education</a></p><p><em>Meryem Gulyaz Cumhur</em></p><p><em>157-167</em></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/10_2_10">Tutorial Instruction in Science Education</a></p><p><em>Rhea Miles</em></p><p><em>168-179</em></p><p><em> </em></p><p> </p><p><strong>Vol 10, No 3 (2015)</strong></p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>180-181</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_1">A review on internet use and quality of life of the elderly</a></p><p><em>Hayat Boz, Sibel Esra Karatas</em></p><p>182-191</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_2">Academic performance of Students during transition period before choice of disciplines in Nigeria Certificate in Education (Technical) programme</a></p><p><em>Japo Oweikeye Amasuomo</em></p><p>192-204</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_3">Perceptions of classroom assessment tasks: An interplay of gender, subject area, and grade level</a></p><p><em>Hussain Ali Alkharusi, Salim Al-Hosni</em></p><p>205-217</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_4">Analysis of senior school certificate examination chemistry questions for higher-order cognitive skills</a></p><p><em>Johnson Enero Upahi, Ganiyat Bukola Issa, Oloyede Solomon Oyelekan</em></p><p>218-227</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_5">Views of students, teachers and parents on the tablet computer usage in education</a></p><p><em>Emrah Soykan</em></p><p>228-244</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_6">Analyzing the levels of depressive symptoms among secondary school students in Canada and Turkey</a></p><p><em>Zeynep Karataş, E. Tremblay Richard</em><em></em></p><p>245-256</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_7">Social anxiety experiences and responses of university students</a></p><p><em>Behiye Akacan, Gurcan Secim</em></p><p>257-264</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_8">Effect of educational agent and its form characteristics on problem solving ability perception of students in online task based learning media</a></p><p><em>Halil İbrahim Akyüz, Hafize Keser</em></p><p>265-281</p><p> </p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/1_9">Class teachers expectations from teacher candidates from three points of views</a></p><p><em>Muge Tacman, Nazan Comunoglu</em></p><p>282-293</p><p><strong>Vol 10, No 4 (2015)</strong></p><p><strong> </strong></p><p><a href="http://www.world-education-center.org/index.php/cjes/article/view/3034"><em>From the Editor</em></a><em>s</em></p><p>Huseyin Uzunboylu, Cigdem Hursen</p><p>294-295</p><p><em> </em></p><p><a href="/ojs/index.php/cjes/article/view/1.3"><em>Table of Contents</em></a><em></em></p><p>1</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.4">Cypriot Journal of Educational Sciences (CJES)</a></p><p>2</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.5"><em>Analysing the problems of science teachers that they encounter while teaching physics education</em></a><em></em></p><p>Cihat Demir</p><p>296-304</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.6"><em>An Investigation into the Impact of Reflective Teaching on EFL Learners’ Autonomy and Intrinsic </em>Motivation</a>Glenn Parisa Abdolrezapour</p><p>305-315</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.7"><em>Awareness of consequence of high school students on loss of bio-diversity</em></a><em></em></p><p>Nazım Kaşot, Serap Özbaş</p><p>316-325</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.8"><em>Research on historical environments in elementary schools’ social sciences textbooks taught in Northern Cyprus</em></a><em></em></p><p>Nazım Kaşot, Mete Özsezer</p><p>326-337</p><p> </p><p><a href="/ojs/index.php/cjes/article/view/1.9"><em>Metacognitive awareness and math anxiety in gifted students</em></a><em></em></p><p>Hakan Sarıcam, Üzeyir Ogurlu</p><p>338-348</p>