High School Mathematics Textbooks Research Articles

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

Analysis of Text and Use of Chinese High School Mathematics Textbooks from the Perspective of Classroom Blank Space

Analysis of Text and Use of Chinese High School Mathematics Textbooks from the Perspective of Classroom Blank Space

Exploring values implicit in Ghanaian Senior High School mathematics textbooks

Values are pivotal in mathematics education. Coming to grips with values in mathematics as a means of understanding them well enough to enculturate children in the subject has been highlighted in the literature. Valuing in mathematics has been positioned as the key driver of both the content of the mathematics curriculum and its teaching. This study explored values implicit in Ghanaian Senior High School mathematics textbooks. A sample of four best-selling Ghanaian Senior High School Form 1 Core Mathematics textbooks were purposely selected for this study. Using a checklist, the study explored mathematical values and mathematics educational values implicit in these textbooks. Findings from the study revealed that mathematical values of Objectism, Progress and Openness were emphasized more in the textbooks, while mathematics educational values namely Formalist View, Theoretical Knowledge, Instrumental learning, Accessibility and Evaluation were also emphasized more. How these values were conveyed is presented and the implications of the results of the study for policy and practice are also discussed, especially the need to use an array of mathematics books rather than only one to teach students in order to expose them to the values they need to become life-long learners in mathematics.

A Comparative Study of Mathematical Modelling Problems in High School Mathematics Textbooks—Taking People’s Education Edition A, Jiangsu Education Edition and Hubei Education Edition as Examples

A Comparative Study of Mathematical Modelling Problems in High School Mathematics Textbooks—Taking People’s Education Edition A, Jiangsu Education Edition and Hubei Education Edition as Examples

Analysis Of The Cognitive Level Of Competency Test Questions In Junior High School Mathematics Textbooks Based On The Revised Bloom Taxonomy

Cognitive ability is one of the substantial things in learning mathematics so that textbooks which act as the main source of learning should encourage the development of students' cognitive abilities and learning goals. The aim of this research is to describe the results of the cognitive level analysis of junior high school mathematics textbooks for class VII semester I based on the revised Bloom's Taxonomy and numeracy. The type of research used is descriptive research. Data was collected by recording and coding the contents of the book which focused on example questions, Let's Practice questions and Competency Test questions. The data analysis technique uses descriptive statistics. The results of the research show that there are several existing literature studies that the cognitive level analysis of competency test questions in mathematics books must be revised so that students can understand the mechanism of questions according to the reading material regarding the contents of the book. The questions contained in textbooks do not contain a good proportion between each cognitive level, and there are still few numeracy questions involving personal, social or scientific contexts.

Investigation on the Implementation Status of New High School Mathematics Textbooks in Guizhou, China

Investigation on the Implementation Status of New High School Mathematics Textbooks in Guizhou, China

Analysis of Mathematics Textbook Problems for Class X Viewed from Creativity

This study aims to describe the level of creativity of questions in class X high school/vocational high school mathematics textbooks, the subject matter of the trigonometry series, and comparisons based on the creativity indicators of questions. The type of research used is descriptive qualitative. To ensure the credibility of the data, the researcher uses a triangulation method. The subject of this study were Competency Test questions in Mathematics Textbooks K13 curriculum, written by Dicky Susanto, Theja Kurniawan, Savitri K. Sihombing, Eunice Salim, Marianna Magdalena Radjawane, Ummy Salmah, Ambarsari Kusuma Wardani, published by the Center for Curriculum and Books (2021). Chapter Series Sequences and Trigonometry Comparisons of 10 questions. In this study, the level of creativity in these questions will be analyzed in stages based on the creativity indicators used in solving them. The results of this study are that the percentage of questions for each level of creativity is: Very Creative 0%, Creative 80%, Quite Creative 20%, Less Creative 0%, Not Creative 0%. From these results, it was found that the Competency Test questions contained in Class X SMA/SMK Mathematics Textbooks were written by Dicky Susanto, Theja Kurniawan, Savitri K. Sihombing, Eunice Salim, Marianna Magdalena Radjawane, Ummy Salmah, Ambarsari Kusuma Wardani, published by the Central Curriculum and Bookkeeping (2021) is Creative. Keywords: [Question Creativity Level; Creative Problem Indicators; Textbook Analysis]

Contextualisation of Geometry Tasks in High School Mathematics Textbooks

Background: Geometry is often seen as an area of mathematics that is present in everyone’s daily life. Looking around, we see it in the shapes of objects, in nature, etc. Therefore, it would be natural to expect that its approach in textbooks, for example, would bring different contexts in which it would be present. Objective: To discuss how contexts are introduced in geometry tasks in a collection of mathematics textbooks. Design: We use a qualitative approach of the documentary type as a methodology. Environment and participants: A collection of high school mathematics textbooks approved by the National Textbook and Didactic Material Program – 2018 was selected. Data collection and analysis: Data were produced, organised, and analysed using horizontal and vertical analysis methods in each collection volume, according to the different references of contexts. Results: They concern the different references of contexts involved in the tasks. From the 1,335 tasks analysed, 1,108 were contextualised in purely mathematical situations, while the rest, 227, were in contexts of reality. In this, there are 215 referring to reasonable semi-realities, and, on the other hand, the real context contemplates only three. Finally, nine concern tasks in unreasonable semi-real contexts. Conclusions: The restriction of the different context references that students can experience from this collection is discussed. The contexts presented do not include a broad spectrum based on a diversity of experiences among the different references of contexts.

Comparative Analysis of the New and Old High School Mathematics Textbooks—Take Version a "Set" as an Example

Comparative Analysis of the New and Old High School Mathematics Textbooks—Take Version a "Set" as an Example

中美高中数学教材数列内容习题的比较研究

中美高中数学教材数列内容习题的比较研究

A Comparison of the Contents of “Basic Inequalities” in Senior High School Mathematics Textbooks of Jiangsu Education Version, People’s Education Version A and Beijing Normal University Version

A Comparison of the Contents of “Basic Inequalities” in Senior High School Mathematics Textbooks of Jiangsu Education Version, People’s Education Version A and Beijing Normal University Version

Analysis of PISA Model Problems on Junior High School Mathematics Textbooks Published by Indonesia Ministry of Education in the 2017 Revised Edition

This study aims to describe the problems of the PISA model in mathematics textbooks which are in terms of the aspects contained in the components of the PISA model. The research subjects were competency test questions in the 2017 revised edition of the 2017 curriculum 2013 math textbooks, totaling 180. This study used a descriptive method with a qualitative approach. The research instrument was an analysis guide sheet based on the aspects of content, context, and cognitive level of the PISA model questions. Data analysis uses the stages of unit purchasing analysis, categorizing, and coding. The results showed that there were 17.22% of the PISA model questions. The questions are distributed based on each content consisting of number, space & shape, change & relationship, and impossibility & data. In the context aspect, the questions only fulfill three contexts, personal work, and social judging from the level of cognitive questions that are applied at the level of remembering, understanding, applying, analyzing, and assessing levels. Keywords: mathematics textbook, PISA model, junior high school. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan soal model PISA dalam buku teks matematika.. yang ada dalam ditinjau dari aspek yang terdapat dalam komponen model PISA. Subjek penelitian adalah soal uji kompetensi dalam buku teks matematika kelas VIII kurikulum 2013 edisi revisi 2017 yang berjumlah 180. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Instrumen penelitian berupa lembar pedoman analisis berdasarkan aspek konten, konteks, dan level kognitif soal model PISA. Data dianalisis menggunakan tahapan penentuan unit analisis, pengkategorian, dan pengkodean. Hasil penelitian menunjukkan bahwa terdapat sebanyak 17,22% soal model PISA. Soal tersebar berdasarkan pada setiap konten terdiri dari bilangan, ruang & bentuk, perubahan & hubungan, dan ketidakmungkinan & data. Pada aspek konteks soal hanya memenuhi tiga konteks yaitu konteks pribadi, pekerjaan, dan konteks sosial. Ditinjau dari level kognitif soal tersebar pada level mengingat, memahami, penerapan, analisis, dan level menilai. Kata kunci: buku teks matematika, model PISA, SMP. DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp213-224

我国高中数学教材研究热点及未来展望

我国高中数学教材研究热点及未来展望

浅谈高等数学在高中数学教材中的渗透——以人教A版为例

浅谈高等数学在高中数学教材中的渗透——以人教A版为例

The Presentation of Indonesian Cultural Perspective in Mathematics Textbook

Contents related to the cultural perspective of a region must be integrated into the design of their curricula (including textbooks) at all levels. The government of Indonesia has facilitated students and teachers across the country free access to online downloadable learning resources. With a focus on issues about the presentation of a cultural perspective in Indonesia mathematics textbooks, this study examined a widely used curriculum resource series for lower secondary school and high school – Buku Sekolah Elektronik – published by the Indonesian Government that be accessed for free, to explore how the cultural influence is manifested in the two series of resource books. For data collection and analysis, the authors developed a framework by Fan (2018) who has classified cultures into six types concerning people’s beliefs, values, and ways of interacting. More precisely, the authors considered geography as a variable for data collection. As result, they found that the introduction of geography in Indonesian junior high school mathematics textbooks is still minimal.
 Keywords: Indonesian cultural perspective, mathematics textbooks

우리나라 교과서와 International Baccalaureate Diploma Programme(IBDP) 교과서 비교·분석

This study aimed to compare and analyze the number and characteristics of modeling problems in chapters related to function contents in International Baccalaureate Diploma Program (IBDP) mathematics textbooks and Korean high school mathematics textbooks. This study implies how the textbooks contributed to the improvement of students’ modeling competency. In this study, three textbooks from IBDP and all nine textbooks from the Korean 2015 revised curriculum were selected. All the problems in textbooks were classified into real-world problems and non-real-world problems. Problems classified as real-world problems were once again divided into word problems and modeling problems according to the need to set up mathematical models. Modeling problems were further categorized into standard applications and good modeling problems depending on whether all the necessary information was included in the problem-solving process. Among the 12 textbooks, the textbook with the most modeling problems was the IBDP textbook, 'Math: Applications and Interpretation', which accounted for 50.41% of modeling problems to the total number of problems. This textbook provided learners with significantly higher modeling opportunities than other IBDP and Korean textbooks, which had 2% and 9% modeling problem ratios. In all 12 textbooks, all problems classified as modeling problems appeared as standard applications, and there were no proper modeling problems. Among the six sub-competencies of mathematical modeling, 'mathematical analysis' and 'interpretation and evaluation of results' sub-competencies appeared the most with very similar number of modeling problems, followed by the ‘mathematization’. It is expected that the results of this study will help compare the number and ratio of modeling problems in each textbook and provide a better understanding of which modeling sub-competencies appear to what extent in the modeling problems.

Mathematical Values in Turkish High School Mathematics Textbooks

This study aims to examine how mathematical values are represented in Turkish high school mathematics textbooks during the 2019-2020 academic year. A case study design was used in this study. The research examined a total of 2175 questions. Descriptive analysis was used in the analysis of qualitative data. The data was sorted into mathematical value pairs. Three complementary pairing of mathematical values are considered: rationality-objectivism, control-progress, and openness-mystery. As a result of the analysis, it has been determined that the rationality-objectivism value pair is similar across all grade mathematics textbooks. The control value was also emphasized more than the progress value The openness value was highlighted more than complementary pairs of mystery values at the 9th, 10th, and 11th-grade levels. In comparison, the mystery value is emphasized more than the openness value in the 12th-grade textbook. As a result, it would be advisable to pay attention to the balanced distribution of complementary value pairs when considering the importance of mathematics values for mathematics textbooks.

Values of Mathematics Education In Turkish High School Mathematics Textbooks

The purpose of this study is to examine how mathematics education values are included in Turkish high school mathematics textbooks. Mathematics education values describe the learning and teaching processes of mathematics. Mathematics education values are considered as five complementary pairs: formalistic view-activist view, operational understanding-relational understanding, relevance-theoretical knowledge, accessibility-special, and evaluating-reasoning. Document analysis method was used in the research. The sample of the study was determined examples in the mathematics textbooks used in high schools in the 2019-2020 academic year. A total of 2175 questions were examined within the scope of the research. Content analysis was used in the analysis of qualitative data, and the obtained data were classified as mathematical value pairs. Accordingly, it was found that values of formalistic view, theoretical knowledge, operational understanding, evaluating, and accessibility were emphasized more than complementary values in the studied books. Accordingly, considering the importance of mathematics education values for mathematics textbooks, it may be advisable to pay attention to the balanced distribution of these complementary value pairs in textbooks.

A Comparative Study of the Probability and Statistics Curricula in the High School Mathematics Textbooks of Vietnam and Germany

An international comparative study of mathematics textbooks is essential in identifying trends in international mathematics education, developing textbooks and improving the quality of teaching and learning in mathematics. This study analyses and compares the contents of the probability and statistics curricula in the high school textbooks of Vietnam and Germany. It highlights the similarities and differences in the contents and the way they are presented, consolidated and deepened in textbooks of the two countries. The probability and statistics curricula in Vietnamese textbooks are much less than that of German textbooks. The Vietnamese textbooks focus on the mathematical content whereas the German textbooks focus on applications of the content in real life. Vietnamese textbooks tend to force students to accept probability and statistics knowledge while German textbooks encourage students to explore knowledge. Because of this, contexts relating to the contents in German textbooks are more detailed and more natural. German textbooks mainly use an inductive approach to present the contents whereas Vietnamese textbooks often use a deductive approach. In addition, German textbooks unlike those of Vietnam, always take advantage of realistic situations in exploring the contents, encourage co-operative learning and promote statistical reasoning by implementing several project works and provide an opportunity for practical experience and experiment by using the simulations of probability and statistics situations. The comparison shows the strengths of probability and statistics contents in German textbooks that Vietnamese textbooks can learn for the development of textbooks in future.

PRACTICUM ANALYSIS OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHING BOOK WITH COMIC ILLUSTRATION WITH JAMBI CULTURAL CONTEXT

This study aims to describe the practicality of a comic-illustrated junior high school mathematics textbook with the Jambi cultural context that has been developed. The type of research carried out is development research using the ADDIE model which focuses on the practicality of the product. The research subject to see the practicality of this product is seen from the responses of 2 teachers and 12 students. The research instrument consisted of individual test mathematics textbook practicality sheets (Teacher Response Questionnaire), and small group mathematics textbook practicality sheets (student response questionnaire). Suggestions and comments on teacher and student questionnaire responses to junior high school mathematics textbooks were analyzed descriptively, while data were analyzed descriptively quantitatively. The results of this study indicate that the trial is limited to 2 junior high school mathematics textbook teachers with Jambi cultural context comics who meet the practice criteria, with an average score proportion of 77.50%. While the results of the trial were limited to 12 students (student responses perception questionnaire) meeting the very practical criteria with an average percentage of 86.27%. So it can be said that the product in the form of a junior high school mathematics textbook with comics in the context of Jambi culture meets the practical criteria and is feasible to apply.