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.
Highlights
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 topic of multiplying fractions is covered in the 6th-grade mathematics textbook in Turkey, whereas it is covered in the 5th-grade mathematics textbook in Singapore
In the Turkish textbook, five (2.08 %) pages were allocated to multiplying fractions, whereas 18 (5.42 %) pages were allocated in the Singaporean textbook
Summary
Turkish and Singaporean textbooks were compared in terms of teaching content for multiplying fractions, a subject that most students have difficulty in understanding. Los libros de texto de Singapur incluían más problemas de multiplicación de fracciones que los libros de texto turcos. In this study, selected Singaporean and Turkish mathematics textbooks were compared by focusing on their presentations of the multiplication of fractions. Conducting this research is important for the following four reasons: (1) the importance of textbook quality on student learning, (2) limited number of studies on the comparison of between Turkey and East Asian countries in terms of their textbooks, (3) difficulties encountered in multiplying fractions, and (4) helping improve the content of multiplying fractions in textbooks
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