Abstract
This study aims to investigate the learning opportunities for students provided by middle-school mathematics textbooks. Apropos this, we identified learning opportunities as constructs consisting of levels of cognitive demand, types of contexts, types of student response, and big ideas of functions. We analyzed mathematical tasks in “Function” chapters or units from three Korean textbooks and Connected Mathematics_3[CMP3]. The analysis suggests the following: a) Korean textbooks provide students with learning opportunities that emphasize representing functions as tables, graphs, and equations, and finding answers to tasks; b) the tasks in Korean textbooks present big ideas of functions as fragmented or isolated procedures; c) tasks in the function unit in Korean textbooks provide little support for students to develop mathematical competencies; and d) tasks in CMP3 provide learning opportunities for students to understand functions conceptually and achieve learning goals that are established in detail.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
