A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea

Autor/inn/en	Hwang, Sunghwan; Yeo, Sheunghyun; Son, Taekwon
Titel	A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea
Quelle	In: International Electronic Journal of Elementary Education, 13 (2021) 4, S.511-521 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Sunghwan) ORCID (Yeo, Sheunghyun) ORCID (Son, Taekwon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Fractions; Addition; Subtraction; Textbook Content; Textbooks; Comparative Education; Elementary School Mathematics; Grade 4; Grade 5; Mathematics Activities; Word Problems (Mathematics); Problem Solving; Difficulty Level; Thinking Skills; Symbols (Mathematics); Foreign Countries; United States; South Korea + Suchen Sie Ihr Suchwort? Bruchrechnung; Subtraktion; Lehrbuchtext; Textbook; Text book; Schulbuch; Lehrbuch; Vergleichende Erziehungswissenschaft; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Textaufgabe; Problemlösen; Schwierigkeitsgrad; Denkfähigkeit; Ausland; USA; Korea; Republik
Abstract	Developing textbooks of optimal quality is crucial for enriching the students' learning and understanding. This study examined fraction addition and subtraction problems in the U.S. and South Korean mathematics textbooks according to the types of denominators. In particular, we investigated Everyday Mathematics (EM) and South Korean mathematics (KM) textbooks revised in 2015 and developed an analytic framework encompassing horizontal and vertical dimensions to examine the learning opportunities presented to students by the textbooks. We assessed their topic sequence and frequency of fraction addition and subtraction contents with regard to the former and examined their contextual features, cognitive demands, and mathematical activities with regard to the latter. We observed that EM provided inadequate learning opportunities for fraction subtraction problems, representation problems, and high-order cognitive abilities. However, KM provided more even learning opportunities for fraction addition and subtraction problems, various contextual features, and high and low thinking skills. Moreover, we found that EM emphasized understanding and resolving activities, whereas KM underscored exploring and explaining activities. The findings of this study suggested updating fraction addition and subtraction contents in the U.S., South Korea, and other countries by considering horizontal and vertical dimensions. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01