School Mathematics Textbooks Research Articles

Evaluation of Questions in Middle School Mathematics Textbooks in Terms of Problem Solving Strategies

Purpose: This study aims to analyze solved problems in mathematics textbooks, focusing on both general and specific problem-solving strategies. By conducting a detailed analysis of each general strategy, the study seeks to provide a comprehensive evaluation of the problem-solving approaches presented in the textbooks. Design/Methodology/Approach: The document analysis method was utilized in this study. Solved problems from the mathematics textbooks published by the Ministry of National Education (MoNE) for 5th, 6th, 7th, and 8th grades during the 2023-2024 academic year were examined. Data were collected using the “Solved Problems Checklist” and “Problem-Solving Strategies Determination Form” developed by Hatay (2020). A qualitative descriptive analysis method was employed to analyze the data, with percentage and frequency values calculated to present the findings. Findings: The analysis revealed that the stages of planning and implementing a solution plan were prominently featured in the middle school mathematics textbooks. Specifically, the initial stage of understanding the problem often included visual aids such as figures, diagrams, tables, and pictures. In the planning phase, the predominant solutions involved discussions of mathematical operations. Highlights: The study’s findings indicate that while problem-solving strategies are generally emphasized in mathematics education, certain steps, such as solution evaluation, are given greater focus. Additionally, the research highlights a significant gap in the inclusion of the problem-posing stage, the final step of general problem-solving strategies, in the analyzed mathematics textbooks.

WAYS OF SOLVING MATHS TEXTUAL PROBLEMS IN ELEMENTARY CLASSESS OF PUBLIC SCHOOLS

The article presents a study of theoretical material on the methodology of solving word problems, theories and steps put forward by methodologists on word problems, as well as research among students during mathematics classes and the results of an online survey among teachers. We have represented the experimental-teaching work done among the students analyzing only the results obtained at the end of the research. We have presented our analysis based on the results of an empirical online survey conducted among teachers. In the article, at the end of the experimental-research work, conclusions are presented, from which the recommendations are derived. They refer to making it easier to solve the text problems in the textbooks, as well as to include in the textbooks such problems that have not yet been encountered or rarely encountered in elementary school mathematics textbooks. According to that, the scientific novelty lies in the fact that, based on a number of video-methodological studies carried out in this field, we have generalized and presented in a new way the uniqueness of solving text problems among younger schoolchildren within the framework of a single study.

A Content Analysis of the Algebra Strand of Six Commercially Available U.S. High School Textbook Series

Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students’ opportunities to learn.

Bloglator in the era of social media: a case study of the reports about the ‘tragically ugly’ math textbooks on What’s on Weibo

ABSTRACT While extensive research exists on blogs, news-related blog translation has been relatively unexplored. This study delves into the realm of news-related blog translation through the case of What’s on Weibo (hereafter WoW), an independent English-language news-related website that reports trending topics on Weibo. Given the unique nature of blog translation, the term bloglator is proposed to refer to a blog translator. By analyzing the reports related to the controversial Chinese primary school mathematics textbooks, this paper examines WoW’s criteria for content selection, the characteristics of the reports, and the role a bloglator plays within the news ecosystem. The research findings reveal that there are both similarities and differences between a bloglator and a journalator, and a bloglator may employ a variety of translation methods and assume an important role in the news ecosystem in this era of social media.

Square Root Expressions and Irrational Numbers in Middle School Mathematics Textbooks Throughout the History of the Republic

Irrational numbers, a fundamental set that extends rational numbers to real numbers, have been a subject of limited study in the context of textbook analyses. This study, therefore, examines how square root expressions and irrational numbers have been addressed in middle school mathematics textbooks throughout the history of the Republic of Türkiye. The research was conducted using a comprehensive approach, with qualitative research methods and content analysis was applied to 37 mathematics textbooks (seven 5th grade, twelve 6th grade, nine 7th grade, and nine 8th grade) from 1932 to 2022. Data were collected from mathematics textbooks available at the Ferit Ragıp Tuncor Archive and Documentation Library affiliated with the Ministry of National Education. The results of this study indicate that changes in mathematics curricula are reflected in textbooks, and this reflection is directly influenced by the learning theory adopted in the curriculum. The study also provides insights into how irrational numbers are introduced in textbooks based on the sequence of topics, and recommendations are made based on the findings.

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.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

Research on the Construction of Case Library for the Study of Middle School Mathematics Curriculum and Textbooks Based on the New Curriculum Reform

Research on the Construction of Case Library for the Study of Middle School Mathematics Curriculum and Textbooks Based on the New Curriculum Reform

Research on the Construction of Case Library for Master of Education Curriculum—Taking “Research on Middle School Mathematics Curriculum and Textbooks” as an Example

Research on the Construction of Case Library for Master of Education Curriculum—Taking “Research on Middle School Mathematics Curriculum and Textbooks” as an Example

Comparative Analysis of the Content on the “Pythagorean Theorem” in Middle School Mathematics Textbooks from China, France, and South Korea

Comparative Analysis of the Content on the “Pythagorean Theorem” in Middle School Mathematics Textbooks from China, France, and South Korea

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

우리나라 초등 수학 교과서에서 외적 비율을 포괄하는 비율 지도에 대한 소고

This study aimed to determine how elementary mathematics currently deals with external ratio, the ratio between two different types of magnitude, and to find ways to address it in textbooks. By examining the definition of ratios and the handling of external ratios in the elementary school mathematics curriculum and textbooks, it was found that the method of dealing with external ratios varies based on the curriculum period and is inconsistent. The suggestions derived for dealing with external ratios in elementary mathematics are as follows. First, the context of internal and external ratios needs to be explained. Second, when dealing with external ratios, the aspect of the ratio and the aspect of the third quantity should be addressed. Finally, the definition of the ratio currently presented in the context of the internal ratio should be established to encompass the external ratio.

Analysis of secondary school mathematics textbooks in the context of digital competence

In today's world, where digitalization is inevitable and necessary, it is extremely important to raise individuals with digital competence. For this reason, it is of great importance that textbooks, which are important instruments of the education environment, are prepared in a way that contributes to digital competence skills. The aim of the study carried out in this context is to determine to what extent digital competence is included in secondary school mathematics textbooks. Document analysis, one of the qualitative research methods, was used in the study. The documents of the study consist of eight secondary school mathematics textbooks belonging to different publishers and being taught in public schools in the 2022-2023 academic year. The documents determined within the scope of the research were analyzed with the content analysis technique using a technology-supported qualitative data analysis software. The analysis of the data was based on the content, learning areas, and DigComp 2.2 framework that included digital competence. The results obtained from the study show that textbooks generally do not pay much attention to DigComp dimensions, more digital competence is included in the textbooks of MoNE Publications compared to the textbooks of other publishers, but in general, the concept of digital competence, which has an important place in the curriculum, is not sufficiently included in secondary school mathematics textbooks. In line with the results obtained from the study, suggestions were made to textbook authors and researchers.

Financial relationships and dependencies in Czech secondary school mathematics textbooks

This article analyses and compares four sets of Czech secondary school mathematics textbooks from the perspective of financial relationships and dependencies. We claim that understading of financial relationships and dependencies, such as inflation or relationship between potential return of an investment and its riskiness play an important role in financial literacy; this is why they are implicitly present in the Czech Financial Literacy Standard. The importance of the study lies in its focus on the connection between financial education and functional thinking, a link which has been missing in the literature we are familiar with. Functional thinking is an important prerequisite for understanding financial relationships and dependencies. On the other hand, financial topics may also be motivating and suitable contexts for developing functional thinking. Our comparative analyses indicates that Czech secondary mathematics textbooks do not provide teachers and pupils with opportunities to gain insights into the relationships and dependencies in financial education and that potential of the tasks with financial context for developing pupils’ functional thinking is not fully used in the analysed textbooks.

싱가포르 중학교 수학교과서에서의 빅 아이디어 접근 구현 사례 연구

Big Ideas approach is gaining attention as a design and implementation perspective for curriculum that intends connected and coherent mathematics learning. This study conducted quantitative and qualitative analysis on horizontal connections between mathematical content in middle school mathematics textbooks of Singapore where Big Ideas approach was applied. The quantitative analysis revealed the strength of horizontal connections within strands and within topics by Big Ideas. Among the eight Big Ideas in Singapore mathematics curriculum, “diagrams” and “notations” aided generally high level of horizontal connections, while “functions,” “invariance,” and “models” promoted generally lower level. The qualitative analysis distinguished between process-oriented and concept-oriented Big Ideas. Horizontal connections by process-oriented Big Ideas were further classified into “connections by conventional mathematical practices” and “connections through non-routine mathematical reasoning”, while horizontal connections by concept-oriented Big Ideas were classified as “deductive connections based on definitions” and “inductive connections based on awareness of structure”. Results are discussed and implications for the implementation of Big Ideas approach in the 2022 revised mathematics curriculum are suggested.

초등학교 수학 교과서에 나타난 수학적 추론 양상 탐색

The purpose of this study was to explore how mathematical reasoning, one of the most important topics in school mathematics, is implemented in elementary school mathematics textbook. To this end, this study analyzed the type of reasoning, level of cognitive demands, and structural characteristics of mathematical reasoning tasks provided in the elementary school mathematics textbooks. As a result of this study, it was revealed that the mathematics textbooks had the strength of providing sufficient tasks dealing with pattern recognition type, but were deficient in providing tasks dealing with multiple types of mathematical reasoning, such as making a conjecture, investigating a conjecture, developing a justification, finding a counterexample, and evaluating an argument. Regarding the level of cognitive demands of mathematical reasoning tasks, the mathematics textbooks provided sufficient tasks of procedures with connections, but insufficiently provided tasks of doing mathematics requiring complex thinking. In relation with the structural characteristics of mathematical reasoning, the mathematical reasoning tasks in the mathematics textbooks embodied only the aspects of pattern recognition-making a conjecture and pattern recognition-developing a justification, but were insufficient in embodying the structural flow of mathematical reasoning. In addition, this study suggested that elementary school mathematics textbooks need to provide a wealth of tasks dealing with multiple types of mathematical reasoning, tasks of doing mathematics, and tasks reflecting the structural characteristics of mathematical reasoning.

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 of Primary School Mathematics Textbooks in Terms of Root Values

İlkokul matematik ders kitaplarının matematik dersi öğretim programında yer alan kök değerler açısından incelenmesi amacıyla yapılan bu çalışmada, nitel araştırma desenlerinden doküman analizi yöntemi tercih edilmiştir. Araştırmanın veri toplama sürecinde, 2022-2023 yıllarında kullanılan MEB’e ait 1., 2., 3. ve 4. sınıf matematik ders kitapları incelenerek kitaplardan toplanan verilere, veri analizi yöntemlerinden olan betimsel ve içerik analizi uygulanmıştır. İlk olarak kitaplarda yer alan kök değerler belirlenmiştir. Daha sonra bu kök değerlerden hangi ünitelerde, ne kadar bahsedildiği, kök değerlerin hangi sıkılıkta ve nasıl yer aldığı tespit edilmiş ve içerik analizine tabi tutulmuştur. Araştırma kapsamında öğretim programında yer alan kök değerler ve ilkokul matematik ders kitaplarında bulunan bütün bölümler (konular, konuşma balonları, bilgi kutusu, oyun zamanı, birlikte yapalım gibi) incelenmiştir. Bu incelemeler sonucunda toplamda 856 bölüm belirlenmiş ve bu bölümler içerisinde en çok kök değerin; 1. sınıfta ‘birlikte yapalım’ , 2. sınıfta ‘öğrenelim’, 3. sınıfta ‘bölüm ve konu başlıkları’ ve 4. sınıfta ‘hatırlayalım ve çalışalım’ kısımlarında olduğu saptanmıştır. İncelenen bölümler arasında kök değerlerden en çok sevgi; en az ise dostluk, dürüstlük ve vatanseverlik değerlerine vurgu yapıldığı görülmüştür. Araştırmanın sonucunda, incelenen 2022-2023 MEB yayınları ilkokul matematik ders kitaplarının kök değerleri, beklenilen yeterlilikte yansıtmadığı ve kitap içeriklerinde bulunan kök değerlerin dengeli dağılmadığı tespit edilmiştir.