Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions

Autor/in	Bütüner, Suphi Önder
Titel	Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 10 (2021) 2, S.117-151 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bütüner, Suphi Önder)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Textbooks; Textbook Content; Elementary School Mathematics; Mathematics Materials; Grade 5; Grade 6; Problem Solving; Multiplication; Fractions; Mathematical Concepts; Concept Formation; Difficulty Level; Comparative Education; Foreign Countries; Singapore; Turkey + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Elementare Mathematik; Schulmathematik; Mathematische Tafel; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Problemlösen; Multiplikation; Bruchrechnung; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Vergleichende Erziehungswissenschaft; Ausland; Singapur; Türkei
Abstract	In this study, Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. The study analyzed the 6th-grade mathematics textbook published by the Turkish Ministry of National Education and its Singaporean counterpart. While the Singaporean textbook covered all meanings of multiplying fractions, the Turkish textbook did not include the operator meaning of multiplying fractions. Compared to the Turkish textbook, the Singaporean textbook included more solution strategies. The number line model was not used in the textbooks of either country, and only one representation format was used to model a fraction multiplication problem. The Singaporean textbook included more fraction multiplication problems than did the Turkish textbook. Many problems in both textbooks were of a one-step fashion and required numerical answers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01