An Analysis of Context-Based Similarity Tasks in Textbooks from Brazil and the United States

Autor/inn/en	Barcelos Amaral, Rúbia; Hollebrands, Karen
Titel	An Analysis of Context-Based Similarity Tasks in Textbooks from Brazil and the United States
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 8, S.1166-1184 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1315188
Schlagwörter	Textbooks; Foreign Countries; Geometric Concepts; Geometry; Mathematics Instruction; Educational Opportunities; Transformations (Mathematics); Textbook Content; Middle School Students; Secondary School Students; Brazil; United States + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Elementare Geometrie; Geometrie; Mathematics lessons; Mathematikunterricht; Bildungsangebot; Bildungschance; Transformationstheorie; Lehrbuchtext; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sekundarschüler; Brasilien; USA
Abstract	Three textbooks from Brazil and three textbooks from the United States were analysed with a focus on similarity and context-based tasks. Students' opportunities to learn similarity were examined by considering whether students were provided context-based tasks of high cognitive demand and whether those tasks included missing or superfluous information. Although books in the United States included more tasks, the proportion of tasks focused on similarity were about the same. Context-based similarity tasks accounted for 9%-29% of the similarity tasks, and many of these contextual tasks were of low cognitive demand. In addition, the types of contexts that were included in the textbooks were critiqued and examples provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01