Literaturnachweis - Detailanzeige
Autor/inn/en | Wang, Tzu-Ling; Yang, Der-Ching |
---|---|
Titel | A Comparative Study of Geometry in Elementary School Mathematics Textbooks from Five Countries |
Quelle | In: European Journal of STEM Education, 1 (2016) 3, Artikel 58 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2468-4368 |
Schlagwörter | Comparative Analysis; Geometry; Mathematics Instruction; Textbooks; Elementary School Mathematics; Foreign Countries; Academic Achievement; Achievement Tests; International Assessment; Mathematics Achievement; Mathematics Tests; Content Analysis; Statistical Analysis; Correlation; Finland; China; Singapore; Taiwan; United States; Trends in International Mathematics and Science Study; Program for International Student Assessment Geometrie; Mathematics lessons; Mathematikunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Elementare Mathematik; Schulmathematik; Ausland; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Inhaltsanalyse; Statistische Analyse; Korrelation; Finnland; Singapur; USA |
Abstract | The purposes of this study were to compare the differences in the use of geometry in elementary school mathematics textbooks among Finland, Mainland China, Singapore, Taiwan, and the USA and to investigate the relationships between the design of the textbooks and students' performance on large-scale tests such as TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape. The content analysis method was used to collect data, and then chi-square tests and correlation analyses were used to analyze data. The results showed that there were significant differences in representation form, problem type, and question format among these mathematics textbooks from the five countries. Moreover, the strength of the positive relationships between visual form (combined form) and students' performance on TIMSS-4 geometry, TIMSS-8 geometry, and PISA space and shape decreases as students advance to higher grades, whereas increasing strength of correlations as students get older is found between contextual problems and students' performance on the three large-scale tests. (As Provided). |
Anmerkungen | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |