Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain

Raúl Tárraga-Mínguez,Irene Lacruz-Pérez,Julio Tarín-Ibáñez

doi:10.3390/math9172123

Abstract

A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving.

Highlights

According to Reference [1], the relevance of curricular materials lies in being an inherent part of school practice, in such a way that it would be unthinkable to carry out any activity without the support of an educational material
The main aim was to analyze the treatment of word problems with additive structure in primary education mathematics textbooks that were published with the entry into force of a modification of the current educational law in Spain in 2013 [19]
A first limitation of our study is not having offered a broader vision of the treatment of problems in the textbooks published within the normative framework of Reference [19], since we have not included word problems with multiplicative structure in our analysis. Regarding this variable, too, our study focuses on the analysis of the semantic-mathematical complexity, and it does not address the analysis of procedural complexity, which is carried out in the study of Reference [23]

Summary

Introduction

According to Reference [1], the relevance of curricular materials lies in being an inherent part of school practice, in such a way that it would be unthinkable to carry out any activity without the support of an educational material To this instrumental function, we should add a significance, since the curricular materials do not have a neutral character. We should add a significance, since the curricular materials do not have a neutral character On the contrary, they reveal a certain vision of education and the teaching function, based on a pedagogical theory or model. They reveal a certain vision of education and the teaching function, based on a pedagogical theory or model In this sense, from technical rationality, highly structured and standardized materials that pose few difficulties for teachers are advocated. The maximum exponent of this logic is the textbook, which has traditionally occupied a hegemonic role in the classrooms of many countries [2,3,4,5,6]

Objectives

Methods

Results

Discussion

Conclusion