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Journal articles on the topic 'The 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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Yang, Der-Ching. "The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan." Journal of Mathematics Education 5, no. 1 (2020): 16–29. http://dx.doi.org/10.31327/jme.v5i1.1148.
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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.
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Gay, A. Susan, Arlene Barry, Katrina S. Rothrock, and Lisa Pelkey. "Mathematics Student Teachers’ Views and Choices about Teaching and Textbooks in Middle and High School Classrooms." International Journal of Research in Education and Science 6, no. 1 (2019): 120. http://dx.doi.org/10.46328/ijres.v6i1.642.
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A survey of 80 United States middle and high school mathematics student teachers gathered data on availability and use of textbooks and traditional and technology-supported instructional strategies. Findings about textbooks include (1) most classrooms had one or more textbook formats (print, digital or e-textbook) available but did not necessarily expect students to use the textbook; (2) some differences were noted when comparisons were made based on school location, size, and grade level; and (3) student teachers preferred the digital textbook format but there was also support for the print format. Analysis of student teachers’ self-reported use of instructional strategies, including a principal component analysis, revealed use of traditional teaching strategies and student-centered teaching. Student teachers’ views about how best to teach mathematics centered on themes of active learning and ways to meet students’ needs.
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Prenger, Joanneke. "Vocabulaire Hindernissen bij Wiskunde." Toegepaste Taalwetenschap in Artikelen 66 (January 1, 2001): 53–67. http://dx.doi.org/10.1075/ttwia.66.05pre.
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This study is part of a research project that investigates what problems pupils may have with language used in mathematical textbooks. Based on earlier research, the expectation is that minority pupils will have problems on micro and mesolevels of texts. The focus of this article is on the microlevel of texts. The mathematical textbook that is used for analysis is based on the ideas of Realistic Mathematics Education. In this view of education, mathematics must be connected to reality, so mathematical problems are presented in a practical context. First, the mathematical textbook was analysed on vocabulary. On the basis of this analysis of the textbook, it can be safely concluded that Realistic Mathematics Education makes strong demands on the vocabulary abilities of pupils. Mathematical texts feature many words that are not in the list of most elementary Dutch words and many of these words are difficult and have a low frequency. Second, the vocabulary of the textbook was compared to the vocabulary employed by the teacher during classroom discussions. From these analyses the conclusion may be drawn that every day words from the mathematical textbook that were used to describe the contexts were hardly used by the teacher in classroom interaction. However, the teacher did use many words from the category of mathematical words. This means that, while infrequent every day words used to describe the contexts may cause problems for pupils, the verbally presented realistic contexts are hardly discussed in class. Overall, this micro analysis reveals that the words used in mathematical texts may well pose problems for pupils, especially the infrequent every day words used to describe the realistic contexts, Further research will focus on whether minority pupils have problems with the way mathematical exercises are presented and, if so, what these problems are.
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Danişman, Şahin. "Examining Mathematics Teachers’ Use of Curriculum and Textbook." International Journal of Psychology and Educational Studies 6, no. 3 (2019): 61–72. http://dx.doi.org/10.17220/ijpes.2019.03.007.
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Ratu Sarah Fauziah Iskandar, Aji Raditya, and Trisna Roy Pradipta. "ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS." Kalamatika: Jurnal Pendidikan Matematika 6, no. 1 (2021): 99–110. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp99-110.
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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.
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Ahl, Linda Marie. "Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks." Journal of Research in Mathematics Education 5, no. 2 (2016): 180. http://dx.doi.org/10.17583/redimat.2016.1987.
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This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to surface a gap between research findings of important issues to address and the actual design of mathematics textbooks. Both textbook series make use of an effective range of representations. Besides that, the analysis shows low impact from research findings concerning the importance of given opportunities to compare and contrast additive and multiplicative situations, identify multiplicative structures and proportional thinking, make use of meaningful symbolic representations, and connect and relate fraction knowledge. The main conclusion is that there are possibilities for improvement in textbook design in relation to understanding proportional reasoning.
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Temirgaliyev, N. "Scientific, scientific-methodological and organizational report “The Institute of theoretical mathematics and scientific computing (ITMSC) L.N.Gumilyov Eurasian National University in 2019 year (Part II)”." BULLETIN of L.N. Gumilyov Eurasian National University. MATHEMATICS. COMPUTER SCIENCE. MECHANICS Series 132, no. 3 (2020): 31–69. http://dx.doi.org/10.32523/2616-7182/2020-132-31-69.
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The article is the written on the constantly actual problem of \textit{understanding mathematic} which is even confessed by G.H. Hardy: "\textit{I learnt for the first time as I read it} ("Course of Mathematical Analysis" by Jordan - N.T.). Therefore, it is devoted to the question "\textit{To what extent and in what relation are the scientific environment and basic textbooks important for understanding mathematics?}". Although Hardy's case refutes, in any case does not make it unconditional, it is obvious that "\textit{A qualified environment makes up for the omissions of the textbook"}. This historical example in favor of the textbook shows that in mathematically incandescent Cambridge, an \textit{Englishman} with absolutely high mental abilities, Hardy \textit{understood mathematics} from the \textit{Frenchman} Jordan's textbook on mathematical analysis. On the other hand, during the heyday of the Moscow Mathematical School, all 5-year undergraduates and 3-year postgraduates were coming out from the Faculty of Mechanics and Mathematics of M.V.Lomonosov Moscow State University(MSU), with proper \textit{understanding Mathematics}. They were juniors with a powerful basic mathematical training without a single mandatory textbook, but with outstanding professors and three hundred seminars (a unique phenomenon of the USSR) where learners were introduced to Mathematics in their very early age, as the professor of Moscow State University Taras Pavlovich Lukashenko said to author of this article. In Kazakhstan the pioneer graduates from Moscow State University were the legendary Saduakas Bokaev and Askar Zakarevich Zakarin, post-war graduates were Kabdush Zhumagazievich Nauryzbaev, Marat Rakhimberdiev, Zhanbek Aubakirov, and now living Lyudmila Alekseeva, Nurlan Amanov, Nurlan Rakhmetov, Surgule Tanulkaev, Nurlan Zharkenov. The Kazakh position of Mathematics and Computer Science through IThMandSC is expressed in §§0-2 of this article. Further, the details of the implementation of Program A (Author's fundamentals of basic mathematical training as the Kazakh equivalent of general training in the PhD doctoral program of the USA from IThMandSC) are presented. The "Mathematical Analysis" book is made from the standpoint of self-sufficiency in providing the \textit{understanding of mathematics} without relying on a qualified environment. In the "§ 7 Introduction" the author acquaints the reader with everything developed in the \textit{understanding of mathematics} during the time of numerous conversations with many primarily outstanding mathematicians with their observations in the special mathematical environment of Moscow and personal conclusions in the process of their scientific research and reading mathematical literature of all levels. The theory of the Lebesgue measure is a separate topic of exceptional significance in the development of mathematics in 20th century and future, the mathematical understanding of which the author of these text received according to an individual program from Scientific Supervisor Pyotr Lavrentievich Ulyanov with the support of his fellow graduate student Dimitri Pechersky. According to the author, Probability theory is a specific discipline in which some points need more clarification.
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Murdaningsih, Sarlita, and Budi Murtiyasa. "An Analysis on Eight Grade Mathematics Textbook of New Indonesian Curriculum (K-13) Based on Pisa’s Framework." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 1, no. 1 (2016): 14–27. http://dx.doi.org/10.23917/jramathedu.v1i1.1780.
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This study aims to analyze and describe the mathematics problems in the eighth grade mathematics textbook of new Indonesian curriculum (K-13) based on The Programme for International Student Assesment (PISA) frameworks. The object of this study was the the revised version textbooks of the eighth grade mathematics student’s book published by The Ministry of Education and Culture (Kemendikbud) in 2014. The framework of the analysis in this study was the PISA components consisting of process, content, and context with its categories. The research method was descriptive quantitative. The data was collected by observing the contents of the textbook and interviewing the students and the teachers in SMP Negeri 2 Rembang. The analysis showed that the contents of the textbook were in accordance to the PISA components. The result also indicated that in both semester of the students’ book, the problems involving the process of employing mathematical concepts, facts, procedures, and reasoning were more dominant than others. Moreover, in the contexts, the problems were dominated by the personal context. Furthermore, the first semester students’ books were dominated by the change and relationships contents while the second semester books were dominated by the space and shape contents.
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Chirkova, Natal'ya. "The Possibilities of Arithmetic of L.F. Magnitsky in Stimulating Professional Self-Development of Future Teachers." Profession-Oriented School 8, no. 2 (2020): 23–30. http://dx.doi.org/10.12737/1998-0744-2020-23-30.
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The preparation of future primary school teachers includes the analysis of textbooks and teaching aids in mathematics. The first domestic printed textbook on mathematics in Russia — “Arithmetic” by L.F. Magnitsky. The article describes the educational potential of this book as a source of methodological and mathematical knowledge, and as a means of stimulating professional self-development of students. The contents of a professionally oriented project aimed at introducing this book and its creator are disclosed.
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Drobyshev, Yu A., and I. V. Drobysheva. "HISTORICAL AND MATHEMATICAL COMPONENT IN 5–6 GRADE MATHEMATICS TEXTBOOKS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 53, no. 3 (2020): 27–39. http://dx.doi.org/10.25146/1995-0861-2020-53-3-218.
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Statement of the problem. The problem of including elements of its history in the content of the school course in mathematics is not new in pedagogical science. However, at present, an increase in its relevance is associated with at least two factors: the need to implement the requirements of the Federal State Educational Standard and the significant potential of the historical and mathematical content for solving educational and developmental learning problems. Based on this, the purpose of the article is to highlight the main types of historical and mathematical information used in the 5th–6th grade mathematics textbooks and to determine the ways to improve the historical and mathematical component of the textbook content. The research methodology is based on the analysis and synthesis of regulatory documents in the field of mathematics education, textbooks on mathematics, research papers by foreign and Russian scientists recognized by the scientific community, and the authors’ personal experience in using elements of the history of mathematics in teaching high school and university students. Research results. It is proposed to take into account the elements of its content and the types of activities performed by students when assessing the historical and mathematical component of textbooks. The etymology of mathematical terms, historical essays, tasks of a historical and mathematical orientation, including those focused on the implementation of educational projects, a personalistic component of the history of mathematics, ancient tasks are the main elements of the historical and mathematical component of the content of textbooks. Conclusion. The directions of improving the historical and mathematical content proposed in the article can be used to create new and improve existing mathematics textbooks.
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Souza, Maria Alice Veiga Ferreira de, and Arthur Belford Powell. "How do textbooks from Brazil, the United States, and Japan deal with fractions?" Acta Scientiae 23, no. 4 (2021): 77–111. http://dx.doi.org/10.17648/acta.scientiae.6413.
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Background: Researchers recognise the importance of textbooks for teachers’ lesson planning and the importance of fraction knowledge for shaping students’ future mathematics performance. Objectives: The finding of discrepant achievement by Brazilian, American, and Japanese students in the last three editions of PISA led us to investigate how textbook authors from these countries approach fraction content in elementary education relating to magnitude, flexibility, reasonableness, as well as conceptual and procedural knowledge from both symbolic and nonsymbolic perspectives. Design: The quantitative performances in mathematics of Brazilian, American, and Japanese students in the last three PISA editions lack qualitative and exploratory research to understand some reasons presented by the numerical results. Data collection and analysis: To achieve the objectives, we selected three textbook series, one each from Brazil, the United States of America, and Japan, that schools in those countries widely use. Results: The main results revealed that all textbook series practised flexibility and reasonableness with different emphases, but not the sense of magnitude. Brazilian and U.S. textbooks were based primarily on part-whole interpretation and on a procedural approach. In contrast, Japanese textbooks emphasised the understanding of measurement as the iteration of unit fractions and more conceptual development. Conclusions: The fraction knowledge approach in the Japanese textbook series seems to be close to what the mathematics education researchers recommend, which can be an essential differential to explain the Japanese results in PISA.
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Agnezi, Laura Aliyah, Nyswatul Khair, and Sinta Yolanda. "Analisis Sajian Buku Ajar Fisika SMA Kelas X Semester 1 Terkait Komponen Science, Technology, Engineering, Mathematics (STEM)." JURNAL EKSAKTA PENDIDIKAN (JEP) 3, no. 2 (2019): 167. http://dx.doi.org/10.24036/jep/vol3-iss2/388.
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An important problem in the 21st century is the integration of information and communication technology in learning. Because teachers and students must be prepared to keep abreast of increasingly sophisticated times. STEM is a learning that integrates science (science), technology (technology), engineering (engineering), and mathematics (mathematics). STEM provides learning through the process of solving problems in everyday life in order to enhance students' creative abilities. STEM learning aims to improve the ability of students to compete with the surrounding environment and globally, both in science and able to innovate technological products. Currently there are many textbooks in circulation with various publishers. For this reason, it is necessary to find out whether the outstanding textbooks have been able to facilitate the implementation of the STEM approach in learning. The solution to this problem is to analyze the extent to which the textbook meets the STEM component. This type of research is a descriptive research with a qualitative approach. The population of data in this research were all physics textbooks for class X semester 1 high school. The samples in this research were five books used in learning physics in class X semester 1 high school. The data in this research were taken using a research instrument which had 4 components which were elaborated into 19 assessment items and data collection techniques used are through observation. The results of this research indicate that the average suitability obtained for each book that is in textbook 1 has a value of 88 with a category in accordance with the STEM component. In textbook 2 has a value of 85 with a category in accordance with the STEM component. In textbook 3 with a value of 72 with categories according to the STEM component. Textbook 4 with a value of 77 with categories according to the STEM component. Finally in textbook 5 with a value of 85 with a category very much in accordance with the STEM component
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Flanders, James R. "How Much of the Content in Mathematics Textbooks Is New?" Arithmetic Teacher 35, no. 1 (1987): 18–23. http://dx.doi.org/10.5951/at.35.1.0018.
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The importance of textbooks to the U.S. mathematics curriculum cannot be overstated. The recent rejection by the California State Board of Education of all fourteen text series submitted for adoption illustrates the public perception of the importance of textbooks. Begle (1973) pointed to data from the National Longitudinal Study of Mathematical Achievement to emphasize the important influence textbooks have on student learning, citing evidence that students learn what is in the text and do not learn topics not covered in the book. The National Advisory Committee on Mathematical Education (1975) acknowledged the importance of textbooks as guides for teachers. Fey (1980) emphasized the important influence of texts and pointed out that text content is usually not ba ed on research. Investigators at the Insti tute for Research on Teaching offer evidence that, at the very least, texts are important exercise sources (see Porter et al. 1986). The overall picture is that to a great extent the textbook defines the content of the mathematics that is taught in U.S. schools.
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Sulistyaningsih, Annisa, Suparman Suparman, Ellya Rakhmawati, and Surasmanto Surasmanto. "Analisis kebutuhan modul matematika untuk meningkatkan kemampuan pemecahan masalah siswa SMP kelas VII." AKSIOMA : Jurnal Matematika dan Pendidikan Matematika 10, no. 2 (2019): 143–54. http://dx.doi.org/10.26877/aks.v10i2.4252.
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The 21st century learning process requires effective and innovative teaching materials. One teaching material that can help smooth the teaching and learning process in schools is a module. This study has two objectives. The first objective is to analyze the needs of mathematics textbooks that can improve students' problem solving abilities in accordance with the Problem Based Learning (PBL) model. The second objective is to identify learning problems faced by students and analyze the suitability of textbooks with SILABUS. This study uses descriptive qualitative. The research subjects were mathematics lesson teachers and seventh-grade students of SMP Negeri 09 Yogyakarta. Data on learning resources are collected by interviewing mathematics teachers. Data on students' problem solving abilities were collected by observation on class VII students. Data analysis techniques using data reduction, data presentation, and conclusion. This study has two results. The first result is the textbook used is not in accordance with core competencies, not in accordance with basic competencies, not in accordance with indicators of achievement of competence, and the existing questions are considered difficult by students. The second result is the absence of learning models applied in textbooks. So that a textbook is needed in the form of modules that can improve problem solving skills in students with PBL models; Teachers and students state that needing textbooks in the form of mathematical modules that can be understood, motivated in learning, there are many models of questions that are real so students agree and support the creation and development of mathematical modules to improve problem solving skills.Keywords: needs analysis; mathematics module; problem solving ability; problem based learning.
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Zhang, Qiao-Ping, and Ngai-Ying Wong. "The Learning Trajectories of Similarity in Mathematics Curriculum: An Epistemological Analysis of Hong Kong Secondary Mathematics Textbooks in the Past Half Century." Mathematics 9, no. 18 (2021): 2310. http://dx.doi.org/10.3390/math9182310.
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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.
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Wood, Terry, and Patricia Sellers. "Deepening the Analysis: Longitudinal Assessment of a Problem-Centered Mathematics Program." Journal for Research in Mathematics Education 28, no. 2 (1997): 163–86. http://dx.doi.org/10.5951/jresematheduc.28.2.0163.
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Longitudinal analyses of the mathematical achievement and beliefs of 3 groups of elementary pupils are presented. The groups consist of those students who had received 2 years of problem-centered mathematics instruction, those who had received 1 year, and those who had received textbook instruction. Comparisons are made for the groups using a standardized norm-referenced achievement test from first through fourth grade. Next, student comparisons are made using instruments developed to measure conceptual understanding of arithmetic and beliefs and motivation for learning mathematics. The results of the analyses indicate that after 2 years in problem-centered classes, students have significantly higher achievement on standardized achievement measures, better conceptual understanding, and more task-oriented beliefs for learning mathematics than do those in textbook instruction. In addition, these differences remain after problem-centered students return to classes using textbook instruction. Comparisons of pupils in problem-centered classes for only 1 year reveal that after returning to textbook instruction, these students' mathematical achievement and beliefs are more similar to the textbook group. Also included are exploratory analyses of the pedagogical beliefs held by teachers before and after teaching in problem-centered classes, and those held by teachers in textbook classes. The results of the student and teacher analyses are interpreted in light of research on children's construction of nonstandard algorithms and the nature of classroom environments.
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Abdullah, Abdul Halim, and Bomi Shin. "A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA." Journal on Mathematics Education 10, no. 3 (2019): 315–40. http://dx.doi.org/10.22342/jme.10.3.7572.315-340.
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This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic’s chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments.
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Dudley, Underwood. "The World's First Mathematics Textbook." Math Horizons 9, no. 4 (2002): 8–11. http://dx.doi.org/10.1080/10724117.2002.11975154.
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de Carvalho, João Bosco Pitombeira. "The Brazilian mathematics textbook assessments." ZDM 50, no. 5 (2018): 773–85. http://dx.doi.org/10.1007/s11858-018-0949-x.
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Ronda, Erlina, and Jill Adler. "Mining Mathematics in Textbook Lessons." International Journal of Science and Mathematics Education 15, no. 6 (2016): 1097–114. http://dx.doi.org/10.1007/s10763-016-9738-6.
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Putri Rosyadi, Alfiani Athma. "Pengembangan Buku Ajar Aplikasi Matematika Menggunakan Pendekatan REACT." JPM : Jurnal Pendidikan Matematika 5, no. 1 (2019): 55. http://dx.doi.org/10.33474/jpm.v5i1.2630.
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Existing learning equipped with textbooks is expected to convey the concepts contained in the material. Textbooks are prepared using the REACT approach (Relating, Experiencing, Applying, Cooperating and Transferring). The REACT approach was chosen because the facts that appeared in the field of textbooks that had been compiled had not yet linked daily activities, involved student activities and compiled project tasks. Development of textbooks with Mathematics Applications with REACT approach through stages: a) preliminary analysis, b) preparation of textbooks, c) validation and revision, and d) producing textbook products. In the preliminary analysis process there is a process of reviewing the curriculum and related material, then a textbook is prepared which includes: Learning Objectives, Materials, Learning Activities, Evaluation Tools and completeness of textbooks. Next is the stage of validation and revision, in which there is a validation process by experts and improvement of textbooks according to the results of validation. The final step is the textbook product that has been revised and is ready to be printed. Suggestions for the next researcher are the need to add questions and be equipped with answers related to the contents in the textbook. In addition, it can also be added to the addition of studies on supporting research in each chapter to add student references.
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Ekawati, R., S. Fiangga, and T. Y. E. Siswono. "Historical aspect of mathematics on Indonesian mathematics textbook." IOP Conference Series: Materials Science and Engineering 434 (December 4, 2018): 012001. http://dx.doi.org/10.1088/1757-899x/434/1/012001.
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Pertiwi, Annis, and Wahidin Wahidin. "Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?" Edumatika : Jurnal Riset Pendidikan Matematika 3, no. 2 (2020): 129. http://dx.doi.org/10.32939/ejrpm.v3i2.623.
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Abstract. This study aims to determine the suitability of mathematics textbooks for eighth-grade with Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. This research uses a qualitative research method with a descriptive approach and content analysis techniques. The data of this research are the eighth-grade mathematics textbook. In the textbook analysis, the researcher used three textbooks, namely Penerbit Erlangga, Yudhistira, and the Ministry of Education and Culture (Kemendikbud). The analysis carried out was the analysis of the content domain and knowledge domain based on the TIMSS 2019 Mathematics Framework. The content domain contains numbers, algebra, geometry, and data, and probability. While the knowledge domain contains aspects of understanding, application, and reasoning. In the Penerbit Erlangga book, there are only 2 out of 4 pieces of content contained in TIMSS, while the cognitive domain is 2 out of 3 aspects. Yudhistira book 2 of 4 content contained in TIMSS, while the cognitive domain is 1 of 3 aspects. Kemendikbud’s book is 1 of 4 content domains in TIMSS, while the cognitive domain is 1 of 3 aspects. Therefore the three eighth-grade mathematics textbooks as a whole are still not suitable for the TIMSS 2019 Mathematics Framework.
 
 Abstrak. Penelitian ini bertujuan menentukan kecocokan buku ajar matematika kelas VIII dengan Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif dan teknik analisis isi. Data yang dianalisis adalah buku ajar matematika kelas VIII. Dalam analisis buku ajar, peneliti menggunakan tiga buku ajar yaitu terbitan Erlangga, Yudhistira, dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Analisis dilakukan terhadap content domain dan knowledge domain berdasarkan TIMSS 2019 Mathematics Framework. Content domain terdiri dari bilangan, aljabar, geometri, dan data dan peluang. Sedangkan knowledge domain terdiri dari aspek pemahaman, penerapan dan penalaran. Dalam buku Erlangga, terdapat dua dari 4 content domain, sedangkan cognitive domain hanya 2 dari 3 aspek. Buku Yudhistira memuat 2 dari 4 content domain dan hnaya 1 dari 3 aspek cognitive domain. Pada buku Kemendikbud hanya terdapat 1 dari 4 content domain dan hanya 1 dari 3 aspek cognitive domain. Jadi, tiga buku ajar matematika kelas VIII tersebut secara keseluruhan belum sesuai dengan TIMSS 2019 Mathematics Framework.
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Basir, Mochamad Abdul, and Mohamad Aminudin. "Pengembangan Buku Teks Matematika berbasis Investigasi untuk Meningkatkan Penalaran Aljabar." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (2020): 53. http://dx.doi.org/10.31331/medivesveteran.v4i1.1016.
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Aljabar merupakan generalisasi aritmatika sehingga dijadikan sebagai titik awal pembelajaran matematika tingkat lanjut. Meski aljabar sangat penting namun siswa memiliki banyak kendala dalam mempelajari aljabar. penelitian pengembangan ini bertujuan untuk mengembangkan buku teks matematika berbasis investigasi dalam meningkatkan kemampuan penalaran aljabar siswa. Tujuan dari buku teks matematika adalah untuk memfasilitasi siswa menyelidiki masalah dalam materi Persamaan Kuadrat. Penelitian pengembangan menggunakan model Four-D yang dimodifikasi diantaranya Define (identifikasi dan pengembangan struktur model bahan ajar), Desain (desain buku teks untuk mendapatkan prototipe yang sesuai dengan pembelajaran yang akan dilakukan), Develop (Pengembangan draft buku teks berdasarkan ahli diperoleh dari uji coba lapangan). Untuk tahap DIseminate pada tahap ini tidak dilakukan. Pada setiap tahappengembangan berisi kegiatan yang menunjukkan adanya urutan langkah-langkah kegiatan. Khususnya, dalam tahap Develop berisi siklus kegiatan. Prosedur penelitian ini dimulai dengan tahap awal studi mendalam tentang eksplorasi kebutuhan buku teks yang dilakukan sebagai cara mengatasi kesalahpahaman siswa dalam menyelesaikan masalah persamaan kuadrat melalui investigasi untuk meningkatkan penalaran aljabar. Langkah selanjutnya adalah menyusun buku teks matematika berbasis investigasi. Buku teks yang dihasilkan divalidasi oleh para ahli dalam pendidikan matematika dan para ahli dalam buku teks matematika. Buku teks diuji secara terbatas untuk mengetahui kepraktisan buku teks. Alhasil dalam penelitian ini diperoleh buku teks matematika berbasis investigasi yang valid dan praktis.
 Kata kunci: analisis, struktur kognitif, berpikir matematis, bilangan bulat, 
 ABSTRACT
 The algebraic concept is a generalization of arithmetic so that it is used as an entry point in further learning mathematics. Thus algebra is important. However students have many obstacles in learning algebra. This is development research to develop mathematics textbooks to improve students' algebraic reasoning abilities. The purpose of mathematics textbooks is to facilitate students investigate problems in the material of Quadratic Equations. This development study used a modified Four-D model include Define (identification and development of instructional material model structures), Design (textbook design to obtain prototypes that are appropriate to the learning to be carried out), Develop (Improved draft textbooks based on expert input and data obtained from field trials). At each stage contains activities that indicate the existence of a sequence of steps of activity. Especifically, in the Develop stage contains the activity cycle. The procedure of this study begin with the early stages an in-depth study of the exploration of the needs of textbooks was carried out as a means of overcoming students' misconceptions in solving investigative quadratic equation problems to improve algebraic reasoning abilities. The next step is to compile a textbook that is presented in print media. The resulting textbooks were validated by experts in mathematics education and experts in mathematics textbook. After that the textbook tested in a limited way through developmental experimental studies to study the practicality of textbooks. As a result this study can obtain a valid and practical textbook has obtained.
 Keywords: Algebraic Reasoning, Investigation, mathematics Textbooks
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Savage, Corey, Nicolas Hübner, Martin Biewen, Benjamin Nagengast, and Morgan S. Polikoff. "Social Studies Textbook Effects: Evidence From Texas." AERA Open 7 (January 2021): 233285842199234. http://dx.doi.org/10.1177/2332858421992345.
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Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences approach with district-level administrative data and estimate the effects of adopting a state-approved textbook on social studies achievement. We find no evidence of a practically meaningful adoption effect. We conclude by highlighting the need for further high-quality research in this often-overlooked school subject area.
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Sipayung, Kammer Tuahman. "The Impact of Translation Method and Shift on Translation Quality at Bilingual Textbooks of Physics, Mathematics and History." Lingua Cultura 14, no. 1 (2020): 79–85. http://dx.doi.org/10.21512/lc.v14i1.6387.
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The first goal of the research was to figure out translation methods and shifts applied in translating bilingual textbooks of History, Mathematics, and Physics, Those bilingual textbooks were published by Quadra, Yramawidia, and Yudhisthira, used for grade seven in Medan. The second was to figure out the impact of translation methods and shifts which dominant on translation quality. The third was to recommend better bilingual textbooks to use based on the translation quality point of view. The research used a descriptive qualitative research method with a questionnaire, depth-interview, and observation on a pair of translation to collect the data. The data were analyzed with interactively and non-interactively. Based on the data analysis, the research finds that (1) the dominant shift on History textbook is unit shift while the dominant method is a free translation, the dominant shift on Physics is a unit shift and dominant method is a communicative translation, the dominant shift on Mathematics is structure shift and dominant method is communicative translation. The second finding is that the impact of the dominant translation shift and method on the History textbook is negative. At the same time, in Mathematics and Physics are positive. Third, the research; the researcher recommends bilingual textbooks of Mathematics and Physics to use based on translation quality point of view. The well bilingual textbooks can improve students’ language skills, while low translation quality influences bad development to students on learning the language.
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Banionis, Juozas. "Known and unknown high mathematics conspectus of the end of the 4th decade of the 20th century: Z. Žemaitis’s “Differential-integral calculation”." Lietuvos matematikos rinkinys, no. 59 (December 20, 2018): 16–19. http://dx.doi.org/10.15388/lmr.b.2018.2.
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Zigmas Žemaitis (1884–1969) is the professor who is called the patriarch of Lithuania’s mathematicians, the one who led foundation of science of the Republic of Lithuania of the 16th of February. Z. Žemaitis’s merit is significant in publishing the first textbooks of high mathematics in Lithuanian. The article is aimed at discussing the conditions under which quite forgotten Z. Žemaitis’s textbook “Differential-Integral Calculation” came to existence and its content. The article also considers the importance of the textbook for increasing the role of teaching differential-integral calculations in higher educational institutions in Lithuania.
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Asmarani, Dewi, and Nany Suengkono Madayani. "Pengembangan Buku Teks Pembelajaran Matematika Berbasis IT Berbahasa Inggris untuk Meningkatkan Hasil Belajar Kalkulus Mahasiswa TMT IAIN Tulungagung." Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (2018): 67–76. http://dx.doi.org/10.24256/jpmipa.v6i1.453.
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Abstract:Awareness of the importance of English is not fully understood by students. therefore a tool is needed to help them. The tools used are textbooks. This study tries to develop an IT-based mathematics textbook. the existence of the book is expected to improve their English and mathematical skills. Textbooks are developed through 4 stages of development, namely: the definition stage, the design stage, the development stage, and the dissemination phase. After going through four stages are then acquired IT-based mathematics textbooks are valid and effective. Based on the assessment of two validators obtained validity of 3.30. This shows that, the IT-based mathematics textbook has met valid criteria. while students who get more than 80 are 90.06%. Thus the value is included in the completeness criteria.Abstrak:Kesadaran akan pentingnya berbahasa Inggris belum sepenuhnya di pahami oleh mahasiswa. oleh sebab itu diperlukan alat bantu untuk membantu mereka. Alat bantu yang diusahakan berupa buku teks. Penelitian ini mencoba mengembangkan sebuah buku teks matematika berbasis IT. dengan adanya buku tersebut diharapkan dapat meningkatkan kemampuan berbahasa inggris dan matematikanya. Buku teks dikembangkan melalui 4 tahap pengembangan yaitu: tahap definisi, tahap desain, tahap pengembangan, dan tahap pendiseminisian. Setelah melalui keempat tahapan tersebut maka diperoleh buku teks matematika berbasis IT yang valid dan efektif. Berdasarkan penilaian dua orang validator diperoleh kevalidan sebesar 3,30. Hal ini menunjukkan bahwa, Buku teks matematika berbasis IT tersebut telah memenuhi kriteria valid. sedangakan mahasiswa yang mendapat nilai lebih dari 80 adalah 90.06%. Dengan demikian nilai tersebut masuk dalam kriteria ketuntasan.
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Kusaka, Satoshi. "Issue Analysis of Competency-Based Mathematics Curriculum Design in African Countries: A Case Study of Mozambique’s Primary Mathematics Education." Journal of Education and Learning 9, no. 1 (2019): 41. http://dx.doi.org/10.5539/jel.v9n1p41.
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The paper firstly clarified the characteristic of competencies being discussed in African countries by comparing them with competencies being discussed in developed countries. It has become clear that both countries are very similar. In other words, against the background of rapidly increasing internationalization and globalization, the competencies required to live in the society of the future are the same across borders, regardless of whether in a developed country or a developing country. Secondly, using Mozambique as a case study, how the competencies are actualized and what kind of challenges they face are discussed by analyzing primary mathematics curriculum, textbooks and in classes. An emphasis was placed on the ability to use social, cultural and technological tools used in an interactive manner in the competencies that were contained in the 2015 curriculum. However, most of the contents of the new textbook focus on “basic competencies” centered on basic knowledge and skills. Furthermore, there were many classes where teachers presented questions listed in the textbook as they are. Hence, it became apparent that the nurturing of practical competencies listed in the curriculum was largely reliant on the abilities of the teacher.
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Lee, Sang-Gu, Jae Hwa Lee, Yeung-Gu Kim, Kang Sup Lee, and Yoonmee Ham. "Mathematics Textbook in Korea (1880-2016)." Communications of Mathematical Education 31, no. 1 (2017): 149–77. http://dx.doi.org/10.7468/jksmee.2017.31.1.149.
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Đức Bình, Đỗ. "Secondary mathematics textbook in several countries." Journal of Science, Educational Science 60, no. 6A (2015): 164–72. http://dx.doi.org/10.18173/2354-1075.2015-0088.
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Shield, Malcolm. "Mathematics teachers’ preferences in textbook characteristics." Mathematics Education Research Journal 1, no. 1 (1989): 11–15. http://dx.doi.org/10.1007/bf03217199.
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Lee, Okin, and Mikyung Shin. "Adapting National-Level Textbooks for Students With Disabilities in South Korea." Intervention in School and Clinic 55, no. 4 (2019): 257–63. http://dx.doi.org/10.1177/1053451219855742.
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Educators in South Korea have been adapting textbooks and related activities to meet the increasing need for national-level curricula for teachers of special and general education for students with disabilities at the elementary school level. The underlying aim is to create inclusive educational environments. There are four steps in adapting national-level textbooks to make education inclusive of students with disabilities in South Korea: (a) Step 1—Determine the need for textbook adaptation, (b) Step 2—Identify and adapt curricular goals and objectives, (c) Step 3—Create classroom materials and adapt textbooks, and (d) Step 4—Monitor the progress of the use of textbook adaptations. This column presents the process, using examples of topics in third-grade mathematics that are foundational for future learning.
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Younes, Hamza Abdelhalim, and Talbi Mohamed Tahar. "Teaching mathematics in Middle school in Algeria." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (2018): 74–81. http://dx.doi.org/10.18844/prosoc.v4i9.3045.
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We show that the middle school second-generation textbook of mathematics, for the first middle school year, is not committed to the new curriculum, at least from the point of view of the acquisition of competencies in problem solving. We present the structure of the textbook, and we study the resolved problems and the proposed problems and exercises to see the solving strategies that could emerge when solving these tasks. Finally, we conclude. Keywords: Curriculum, textbook, problem-solving, heuristics.
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Bae, Mi Seon, Hyungmi Cho, and Oh Nam Kwon. "Elementary Mathematics Textbook Analysis from Multicultural Mathematics Education Perspective." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 17 (2017): 613–33. http://dx.doi.org/10.22251/jlcci.2017.17.17.613.
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Muccillo de Medeiros, Antonio Paulo, and Lícia Giesta Ferreira De Medeiros. "Textbooks as Historical References in Teaching Geometry in Brazil Between 1925-2010." Advances in Social Sciences Research Journal 8, no. 2 (2021): 147–69. http://dx.doi.org/10.14738/assrj.82.9634.
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This paper makes a historical overview about how mathematics textbooks influenced geometry’s teaching in Brazil. Initially the study shows the relevance textbooks have as historical reference for a school discipline. Next, it describes how textbooks tend to transmit the same content in each historical period, a phenomenon Chervel called vulgata. From that point a timeline is created, since the first Brazilian mathematics textbook in 1744 until 2010, to understand how those volumes influenced geometry teaching. Four volumes, ranging from 1925 to 2010, are then analyzed. The focal point of this analysis is how triangles similarity is taught in each one of them. The paper also describes how government policies affected textbooks and school life in general since the beginning of mathematics teaching in Brazil.
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Raditya, Aji, Ratu Sarah Fauziah Iskandar, and Suwarno Suwarno. "Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013." Desimal: Jurnal Matematika 3, no. 2 (2020): 89–98. http://dx.doi.org/10.24042/djm.v3i2.5973.
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Mathematics textbooks have a significant role in mathematics teaching, and learning activities in schools and the questions contained in textbooks are usually used by students to practice independently. The purpose of this study is to analyze the types of problems in mathematics textbooks used from 2000 to 2017 in Indonesia, especially in the material of one-variable linear equations. The method used in this study is a six-dimensional analysis method, which consists of mathematical activities, the level of difficulty of the questions, the types of answers expected, contextual situations, the types of responses and the types of mathematical questions. Data collection techniques are done by analyzing and describing the types of questions in mathematics textbooks used from 2000 to 2017. The results of this study are the problems in mathematics textbooks for linear variable equations of one variable that do not have diverse types, the types of questions in textbooks are still many in the form of questions that calculate or use a variety of arithmetic operations, apply directly the basic knowledge or skills and without context in everyday life. Also, the existing questions are questions with closed answers, namely questions that only require answers without a reason and questions with a single procedure
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Glasnovic Gracin, Dubravka. "Requirements in mathematics textbooks: a five-dimensional analysis of textbook exercises and examples." International Journal of Mathematical Education in Science and Technology 49, no. 7 (2018): 1003–24. http://dx.doi.org/10.1080/0020739x.2018.1431849.
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Neto, Vanessa Franco, and Angela Guida. "Citizenship Notions in Mathematics Textbooks to Countryside Primary School in Brazil." Perspectivas da Educação Matemática 14, no. 35 (2021): 1–20. http://dx.doi.org/10.46312/pem.v14i35.12357.
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In this paper we analyzed the Brazilian National Textbook Program that has evaluated and distributed mathematics textbooks for the countryside population in Brazil. From a Foucaultian perspective, textbooks are conceived as a powerful technology for governing population. Through a discourse analysis, statements regarding citizenship notions that circulate in these materials were interrogated. From the data analyses, we could find 182 excerpts that has showed us these citizenship notions in the countryside context. We have worked with three statements: Community and collective notions in countryside context, Awareness of individual and collective health, Environmental one setting everybody as a responsible character. As the result, we could conclude that the mathematics skills are showed as a way to manage efficiently these required practices, those that enable the individual responsibilities.
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Wijayanti, Dyana, and Carl Winslow. "Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion." Journal of Research in Mathematics Education 6, no. 3 (2017): 307. http://dx.doi.org/10.17583/redimat.2017.2078.
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We present a new method in textbook analysis, based on so-called praxeological reference models focused on specific content at task level. This method implies that the mathematical contents of a textbook (or textbook part) is analyzed in terms of the tasks and techniques which are exposed to or demanded from readers; this can then be interpreted and complemented by a discussion of the discursive and theoretical level of the text. The praxeological reference model is formed by the analyst to categorize various elements of the text, in particular the tasks and techniques which it explains or requires from readers. We demonstrate the methodological features of this approach by analyzing examples and exercises in three Indonesian textbooks, focusing on the chapters dealing with arithmetic proportion (defined theoretically by the model). We also illustrate how this rigorous analysis can be used to provide a quantitative “profile” of textbooks within a topic.