A Comparison of the Instructional Content on Division of Fractions in Turkish and Singaporean Textbooks

Autor/in	Bütüner, Suphi Önder
Titel	A Comparison of the Instructional Content on Division of Fractions in Turkish and Singaporean Textbooks
Quelle	In: International Journal of Mathematical Education in Science and Technology, 51 (2020) 2, S.265-293 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bütüner, Suphi Önder)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2019.1644681
Schlagwörter	Comparative Education; Cross Cultural Studies; Textbooks; Mathematics Instruction; Units of Study; Division; Multiplication; Foreign Countries; Content Analysis; Teaching Methods; Correlation; Fractions; Secondary School Students; Turkey; Singapore + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Lerneinheit; Multiplikation; Ausland; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Bruchrechnung; Sekundarschüler; Türkei; Singapur
Abstract	This study has compared Turkish and Singaporean textbooks with respect to the instructional content of the unit on division in fractions, which is a challenging topic for many students. Two Turkish textbooks were compared against two Singaporean books, "My Pals Are Here" and "Targeting Mathematics." In Turkish and Singaporean mathematics books, the contents of the unit on division in fractions are based on students' conceptual understanding and the development of operational fluency. When compared to Singaporean textbooks, Turkish books included more solution methods. However, the solutions in Turkish books displayed no relationship between visual and symbolic representation. Both Turkish and Singaporean books used only area models (circle, rectangle) in teaching the topic of division in fractions, and included measurement and equal sharing problems with step by step solution explanations. In sum, it may be claimed that Singaporean books caused students to use fewer solution strategies but offered more opportunities for grasping the relationship between division and multiplication in fractions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01