A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States

Autor/inn/en	Yang, Der-Ching; Tseng, Yi-Kuan; Wang, Tzu-Ling
Titel	A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 7, S.2841-2857 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Cross Cultural Studies; Textbooks; Mathematics Instruction; Middle Schools; Cultural Differences; Textbook Content; Geometry; Textbook Evaluation; Problem Solving; Comparative Analysis; Grade 6; Grade 7; Grade 8; Secondary School Mathematics; Coding; Taiwan; Singapore; Finland; United States + Suchen Sie Ihr Suchwort? Ausland; Cultural comparison; Kulturvergleich; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Kultureller Unterschied; Lehrbuchtext; Geometrie; Problemlösen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Codierung; Programmierung; Singapur; Finnland; USA
Abstract	This study analyzed geometry problems in four middle-grade mathematics textbook series from Taiwan, Singapore, Finland, and the United States, while exploring the expectations for students' learning experiences with these problems. An analytical framework developed for mathematics textbook problem analysis had three dimensions: representation forms, contextual features, and response types. The results showed that the Taiwanese and Singaporean textbooks contained more problems in combined form, whereas the Finnish and American textbooks contained more problems in verbal and visual forms. The problem distribution across various representation forms was more balanced in the Finnish and Singaporean textbooks than in the Taiwanese and American textbooks. Most problems were non-application and close-ended problems compared to other application and open-ended problems. The Taiwanese textbooks contained the lowest proportion of real-world problems, whereas the American textbooks contained the highest proportion of open-ended problems. Implications of this study's findings for textbook developers and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01