Elementary School Textbooks Research Articles

The Surface Area of Plane Figures in Textbooks throughout Elementary School

Background: The studies emphasise the importance of a kind of teaching that contributes to understanding the concept and the calculus of the area of plane figures, considering the textbooks that are often the main resource teachers use to prepare classes. Objective: To investigate how the topic area of flat figures is introduced and guided in elementary school textbooks and to verify the potential and limitations of the proposals to mobilise the figural apprehensions and acquire knowledge. Design: This is a documentary research with a methodology based on the content analysis proposed by Bardin. Setting and participants: Four collections approved by the PNLD in 2019 and 2020 were selected. Data collection and analysis: In these collections, the volumes and units that addressed the topic in question were identified. The data analysis, carried out in light of Duval’s figural apprehensions and the four stages suggested by Clements and Stephan for constructing the concept of plane figure areas, seeks to identify whether the mathematical skills described by the BNCC can be favoured. Results: the proposals of the collections show the importance of using the grid for introducing the concept and calculation of the area of plane figures at the different levels of education; however, few activities mobilise reconfiguration processes. Conclusions: It is essential to propose activities that allow students to understand the area equivalence between the modified figures and lead them to understand the rectangular configuration and the formulas for area calculation.

Semiotic Representations of Multiplication and Division in Elementary School Textbooks

Resumen En este artículo presentamos una propuesta para explorar los significados relativos a la multiplicación y división que se construyen en libros de texto de matemáticas de Educación Primaria. Para ello, realizamos un análisis multimodal de las tareas centradas en la multiplicación y división de dos propuestas editoriales con amplia difusión en España. El análisis realizado permite desarrollar una caracterización de las tareas en base a los significados potenciales de la multiplicación y división que se derivan del uso y coexistencia de los diferentes tipos de representaciones simbólicas, gráficas y verbales que se presentan y se demandan en las tareas. Los resultados apuntan un dominio de las representaciones simbólicas y un bajo uso de representaciones verbales en las tareas de multiplicación y división de las dos propuestas editoriales.

Rodno osetljiv jezik u udžbenicima - primeri dobre prakse

Since the first national strategy (2009) aimed at eliminating discrimination against women in all areas in the domain of public institutions, including education, publishing houses which publish school textbooks have started to implement gendersensitive language into their materials. Today, more than ten years later, gender-sensitive language practice has already been introduced into many textbooks for elementary and secondary schools. However, it still has not been approved by the Board for Standardization of the Serbian Language. This paper presents examples of the use of gender-sensitive language collected from 13 elementary school textbooks published in the period 2019-2022 and appproved by the Ministry of Education, Science and Technological Development. Based on those examples, which largely implemented the first proposals for the use of gender-sensitive language formulated by Svenka Savić (Savić et al, 2010), it is possible to create new recommendations for a more consistent use of language that would correspond to the requirements of legal regulations in the field of gender equality as well as to the language norm.

Ways of Conveying the Aesthetic Value of Tang Poetry in Russian Translations: A Case Study of Three Translations of Li Bai’s Poem “Thoughts on a Quiet Night”

Russian and Chinese languages belong to different language families, which makes it difficult to translate from one language to the other. The translation of one poetic language into another without making any changes is an especially difficult task, which is why conveying the aesthetic value of the original poem becomes the embodiment of an ideal adequate translation. The aesthetic values of Tang poetry lie in the integration of sound, thought form and the poetic world, that is, in the beauty of rhythm, the accuracy of the line and the expression of feelings depicted in the text. Rhythm, rhyme and poetic dimension belong to the form of poetry; the meaning of words, sentences and text together form the meaning of poetry; and the picture of life depicted in the text makes up the poetic world. If the Russian translation of Tang poetry can achieve conformity of form, equivalence of meaning and consistency of the poetic world with the original poetry, then it will be able to realize the aesthetic value of the original poetry and will relate to the ideal complete translation of poetry. The poem “Thought on a Quiet Night” is one of Li Bai’s masterpieces and it is included in Chinese language textbooks for elementary school. Due to the high aesthetic value of this poem, it has become a compulsory poem for Chinese elementary school students to study. To date, there are eight translations of this poem in Russia. This article mainly considers the translations by V. A. Alekseev, L. N. Menshikov, and V. F. Pereleshin. Through the comparative analysis on these three versions about the “Thoughts on a Quiet Night”, it shows that different translators with different aesthetic aspirations may produce disparate translation.

The pilot corpus of German language textbooks for the second-grade students

The article studies the issues of textbooks corpus creation and its application for solving various applied and research problems. The authors have analyzed the works of global and Russian linguists in the field of corpus linguistics. That made it possible to identify the characteristic structural and design features of pedagogical buildings, and, in particular, textbook buildings, as well as to describe various ways of using textbook buildings for conducting linguodidactic research. Special attention is paid to the design and technological process of creating a corpus of textbooks. Having critically analyzed the recommended stages of the corpus creation, the authors have modeled and constructed a corpus of texts of German textbooks for elementary schools, which was tested in a comparative frequency analysis of vocabulary from textbooks. That required using the methods of modeling, frequency-rank method, and comparative analysis. This article was presented as a paper at the 8th Research Conference “Conference on Text Interpretation: Data Analysis in the Social Sciences and Humanities” (17 July 2022, Institute of Social Sciences and Humanities, University of Tyumen).

Critical Discourse Analysis of Pantun in Elementary School Textbook

The purpose of this study is to explain the use of pantun in textbooks in elementary schools, especially the description of the use of types of rhymes, errors in the number of syllables, distribution of pantun types based on age/user, distribution of pantun types based on content, distribution of thematic pantun, pantun distribution based on integrativeness, distribution pantun based on cross-curriculum integration. This research is classified as Critical Discourse Analysis which is part of qualitative research so it uses actual, objective, and systematic explanations. The research was conducted by analyzing and interpreting the pantun contained in the text of elementary school textbooks, both those used by teachers and books used by students. Critical discourse analysis is seen from the perspective of the author. This research provides a more concrete picture of the involvement of textbooks in the preservation of pantun as an Indonesian cultural heritage. In this study, positive results were shown, the existence of pantun in textbooks had created expressive spaces for students. AbstrakTujuan penelitian ini untuk menjelaskan penggunaan pantun dalam buku pelajaran di sekolah dasar khususnya uraian penggunaan jenis rima, penggunaan jumlah suku kata, pembagian jenis pantun berdasarkan usia/pengguna, pembagian jenis pantun berdasarkan isi, pembagian pantun tematik, pembagian pantun berdasarkan keterpaduan, pembagian pantun berdasarkan integrasi lintas kurikulum. Penelitian ini tergolong dalam penelitian Analisis Wacana Kritis yang merupakan bagian dari penelitian kualitatif sehingga menggunakan penjelasan yang aktual, objektif, dan sistematis. Penelitian dilakukan dengan menganalisis dan menginterpretasikan pantun yang terdapat dalam teks buku pelajaran sekolah dasar, baik yang digunakan oleh guru maupun buku yang digunakan oleh siswa. Analisis wacana kritis dilihat dari sudut pandang pengarang. Penelitian ini memberikan gambaran yang lebih konkret tentang keterlibatan buku ajar dalam pelestarian pantun sebagai warisan budaya Indonesia. Dalam penelitian ini ditunjukkan hasil yang positif, keberadaan pantun dalam buku pelajaran telah menciptakan ruang ekspresif bagi siswa.

초등 실과 교과서의 소프트웨어 단원에 대한 발문 유형 분석

This study analyzed practical elementary school textbooks to ascertain the types of questions asked on software (SW) programming units, with the aim of identifying a writing direction for an impending curriculum revision. In this context, the scope of analysis was limited to units corresponding to “programming structures and elements.” To classify relevant questions, we used a framework from a previous study that analyzed types of questions pertaining to “SW and robot unit.” The results were as follows.
 First, the ratio of closed questions (71.03%) was approximately 2.45 times higher than the ratio of open questions (28.97%). Second, the characteristics of the type of question by publisher were the same in that all six publishers had a higher closed questions than the open questions ratio, but there were publishers who did not use memory questions(A, D) and divergent thinking questions(C) depending on how they were composed. Third, our analysis of the types of questions found in each unit component showed that most recognitional questions were provided in the introduction and developing sections, while most evaluation questions were provided in the organizing section.
 To summarize, we found a higher ratio of closed questions (which restrict student thinking) than open questions These results are expected to be used as basic data for writing SW programming units for practical arts textbooks.

QUANTITATIVE MORPHOLOGY MODEL OF CHILDREN'S LITERATURE AND TEXTBOOKS OF PRIMARY SCHOOL

The article defines a quantitative morphological model of children's literature and primary school textbooks. Quantitative morphological model of children's literature and primary school textbooks in primary school involves intensive development of speech, intellectual, creative abilities of the student, gaining knowledge about the structure and functions of language as a communicative system, the formation of skills and abilities of full, competent use of the richness of the native language in speech practice. The assimilation of information for teaching and developing a quantitative morphological model of children's literature and primary school textbooks has a great impact on the overall development of students, contributes to the intellectual development of students, creates favorable conditions for the formation of theoretical thinking of children. Allows you to use grammar lessons to master the numerical morphological model of children's literature and elementary school textbooks in elementary school. Traditionally, the problem of continuity and prospects is considered primarily at the level of methods of organizing training at related stages. For primary schools, the emergence of educational standards, changes in the leading learning goals, the predominance of a personality-oriented approach, taking into account the psychological and age-related features of children's development, certain mental functions of various age periods, the possibilities of formation of neoplasms, as well as the role of leading activities in their formation, are of particular importance in building a learning system.

Computational Thinking Situations in Mathematics classes: an analysis of Elementary School textbook collections

This study aims to analyze how textbook collections, approved by the Programa Nacional do Livro Didático, address the algorithms construction for solving geometric problems. This is a qualitative research, based on assumptions of Content Analysis. The analysis was based on situations related to Computational Thinking and geometric concepts, contained in eight collections of Elementary School textbooks, showing skills of the Base Nacional Comum Curricular. We found that of the skills associated with Computational Thinking, EF06MA23 contained the largest number of situations involving algorithms construction. As for the representations proposed for the organization of the algorithm, approximately 46% of the mobilizations carried out were approached by exploring natural language and 41% in the flowchart/schema representation. Furthermore, only 9 situations explore different types of representation in the algorithm construction. The algorithm represented in programming language was identified in only two collections, which suggest the use of visual programming environments/software.

Representation of Aging in Elementary School Textbooks in Iran.

The attitude toward older adults is developed from childhood. School textbooks are one of the most important sources of shaping attitude in children. So, the present study aimed to analyze the visual and textual content of the aging concept in elementary school textbooks after the Irans's Islamic Revolution (1979). The method of the present study was content analysis, and 112 textbooks were reviewed. The analysis unit included 118 images and 91 subset of texts pertaining to aging concept. The results showed that aging concepts are classified into two positive and negative stereotypes categories. The positive stereotype included social interaction, authority and respect, wisdom, spirituality, positive traits, and independence. Social interaction was the most frequent of them. Negative stereotypes included abuse, negative personality traits, illness, and disability, of which the negative personality traits were the most frequent. In addition, the results suggested that 87.7% of the concepts of aging in the textbooks were positive. Although the positive stereotypes were more frequent in textbooks, the active older adults were presented in low-status jobs, and the ethnic minorities and older women were less considered. Accordingly, policymaking through the textbooks and from childhood is necessary for developing successful aging and decreasing ageism in society.

AN ANALYSIS OF GENDER REPRESENTATION IN I LOVE JAKARTA, AN ELEMENTARY TEXTBOOK

<em>Klein (1985) believes that appropriate gender-unbiased material mostly gives students the chance to accommodate more compliant mindsets towards gender roles. This study was conducted to observe the way genders are represented in local elementary textbooks in Indonesia, especially the textbook entitled "I Love Jakarta." The method applied in this study was qualitative research that used content analysis. The approach was used to describe the content of the textbook, by using the checklist adapted from Shallaita, et al. (2021), which includes all the texts, illustrations, vocabularies, and exercises, in every chapter of the book. The writers assessed the gender representation in the first grade of an elementary school textbook according to five categories adopted from Amini and Birjandi (2012); Visibility, Firstness, Feminine/Masculine Generic Construction, Activity, Occupation on every text and pictures in the book from unit one until sixteen. The results showed that (1) in terms of visibility, male (54%) was represented more than female (46%), (2) in terms of firstness, male (around nine mentions) in the majority of the cases was mentioned first than female (around five mentions), (3) in the category of feminine/masculine generic construction, there was no case found, (4) regarding the activities portrayed in the book, both male and female characters shared their parts of doing some of the general activities; however, there were cases where some activities were portrayed of being intended mainly for males, such as doing pencak silat and lifting heavy objects. On the other hand, there were portrayals of some of the activities which were mostly intended for females because of their less-aggressive nature, such as dancing and reading a book, (5) in terms of occupations depicted in the book, some of them were represented equally by both male and female characters; however, there were occupations which were considered more manly, such as fisherman and pedicab driver, therefore portrayed by male characters. To sum up, both genders were not represented equally in terms of the five categories.</em>

‘정가’ 교수･학습 내용의 위계화 방안 연구

It is well known that the content should be hierarchically organized according to school level and grade group in education. Therefore, this study aims to hierarchize teaching and learning contents for jeongga--including gagok, gasa, and sijo--a representative vocal genre of gugak. To this end, it analyzes the contents of the jeongga-related curriculum and the related contents of elementary, middle, and high school textbooks of the 2015 revision curriculum.
 As a result, sijo and gagok in the music curriculum and textbooks are established to some extent while there is little content on gasa and thus it requires to develop music pieces for its education and revitalize it. In addition, most jeongga pieces are not presented in a systematic way for teaching and learning to suit the school level; above all, the same pieces of sijo and gagok tend to be presented repeatedly regardless of school level.
 Based on this analysis, five factors, such as 'genre and music piece', 'activity area', 'score and music length', 'score form', and 'learning activity', are selected as elements and considerations necessary for hierarchical research. According to these factors, a plan should be sought to hierarchize teaching and learning contents according to school level and grade group. I believe that such discussion is necessary at the time of the revision of the current music curriculum and textbooks, and I hope that the discussion on the hierarchization of various gugak genres as well as the jeongga will continue.

Energy literacy in elementary school textbooks in Mexico

Recognizing the relevance of energy in our lives is essential for ensuring a sustainable future. The lessons offered by education systems could exert an impact throughout the lives of people. This study conducts a review of the content of elementary-level textbooks in Mexico to describe and analyze the scope of these materials and their depth from the perspective of energy literacy. Analysis considers the content of 44 textbooks published in 2014, and identifies 33 topics categorized based on the framework of energy literacy proposed by DeWaters (2011). The results show that energy-related issues were introduced to students earlier than expected by the government educational authority, energy-related contents were more extensive than expected across the textbooks, and offered a rich interdisciplinary perspective previously unrecognized by national educational guidelines. These findings suggest the need to update educational guidelines in Mexico to acknowledge the contents identified in this research, to support them with materials related to SDGs, and to understand better which energy education topics are being covered for future generations in other countries.

Comparing elementary school textbooks of China, Japan, and Malaysia: a praxeological and developmental progression analysis regarding length measurement

ABSTRACT This study analyses the instruction and organisation of the measurement domain by comparing textbooks from China, Japan, and Malaysia. Focusing on length measurement, we adopted the use of praxeology from the Anthropological Theory of the Didactics as a framework to reveal the knowledge to be taught in the transposition process, and developmental progression of levels of thinking from Learning Trajectories as a framework to reveal the mental processes or actions generated to achieve the learning goals from the domain. The findings are assembled in three dimensions: types of tasks, accumulation of practice blocks per thinking levels, and instruction sequences. The results indicate that all three countries promote, in different degrees according to their education goals, the development of measurement knowledge by: understanding how to use measurement tools, coordinating the relationship between standard units, and estimating measurements. Lastly, the theoretical framework is proposed as a tool to justify instructional decisions.

Between the Sustainable Development Narrative and the Environmental Crisis

This study aims to find out what narratives of sustainable development are dominant and what is limited to the presentation of the contents of elementary school textbooks in Indonesia. This study uses quantitative and descriptive content analysis with an instrument in an analysis sheet based on theory. The data sources are 51 elementary thematic textbooks from grades one to six. The study results show that the concept of sustainable development (SDGs) consists of 17 goals and education for sustainable development (ESD). These aspects include social, environmental, economic Sustainability, inclusive development, generally widely spread across all grade levels with varying portions in each grade. The distribution of material related to Social Sustainability (SS) and Environmental Sustainability (EnS) aspects is presented in a small and limited percentage. Meanwhile, materials about aspects of Economic Sustainability (ES) and Sustainability of Inclusive Development (SID) have the most significant portion. Materials on economic growth and activities and the use of natural resources as the mainstay of sustainable development are still dominant, while the roots of the environmental crisis and prevention of ecological damage are still missing.
 
 Keywords: Sustainable Development Goals, Education for Sustainable Development, Textbooks, Environmental Crisis

新学習指導要領に準拠した小学校・中学校の教科書における電気に関する記述内容の調査

新学習指導要領に準拠した小学校・中学校の教科書における電気に関する記述内容の調査

Analysis of the Inquiry Tendency of Elementary School Textbooks according to Romey’s Textbook Analysis Method

Analysis of the Inquiry Tendency of Elementary School Textbooks according to Romey’s Textbook Analysis Method

Analisis Buku Ajar MI Berstandar ACTFL

This research reports on the analysis of Arabic textbooks for elementary schools that have been published by the Ministry of Religion of the Republic of Indonesia based on American Council on the Teaching of Foreign Languages (ACTFL) guidelines. This research examined the competencies to be achieved from the practice of using textbooks in teaching Arabic based on the instructional objectives and concept maps included in the textbooks. The results of the study showed that the teaching materials had contained in the Arabic language textbooks for elementary school 1st, 2nd and 3th grade and had reflected ACTFL standards at a low novice level. These textbooks apart from being an authentic learning resource and promoting innovative learning can also be put into practice by teachers with formulated instructional ideas and strategies. The study findings reflect pedagogical discussions about teaching Arabic as a foreign language and allow teachers to build their creativity to practice contextual and transformative learning based on the standards formulated in textbooks.

에듀테크를 활용한 국악교육의 방향성 모색

In order to explore the direction of Korean traditional music education using edutech, this study first reviewed the music textbooks for elementary, middle, and high schools according to the 2015 revised curriculum, and then looked at various examples of traditional music education using edutech in institutions. As a result of examining music textbooks, Korean traditional music education activities using edutech were suggested in the middle school group, and most of the activities were limited to classes using applications. On the other hand, education in institutions was conducted according to the introduction of various technologies such as realistic content, VR, coding, and non-face-to-face education platforms. The use of various edutech tools and teaching and learning methods are required in Korean traditional music education. Based on the above considerations, the following suggestions were made on the direction of traditional music education using edutech. First, in terms of operation, a practical class model for traditional music education using edutech was presented. Second, in terms of methods, interactive edutech was selected and teaching and learning methods were sought accordingly. Third, in terms of application, positive changes in the perception and necessity of edutech among instructors and learners were discussed. Through this study, it is expected that the active introduction of edutech and the revitalization of Korean traditional music education through effective educational innovation in elementary, middle, and high school traditional music education.

Penggunaan Ragam Bahasa Bali Pada Bahan Ajar "Bahasa Lan Sastra Bali" SD Kelas V

This study aims to determine the variety of languages used in Balinese language textbooks for fifth grade elementary school in Singaraja. The variety of Balinese languages has a level of use in communicating. The variety of languages used in teaching materials will affect the readability of the text used by students in learning. The level of difficulty in understanding reading material that greatly affects students' understanding in learning. The variety of languages used in the Class V SD textbooks can be reached by students well. There are some words that are still difficult for students to reach, such as carem, prawantaka, manggala, ninggilang, madurgama, etc. This is in the evaluation of teaching materials. The text contained in the teaching materials already uses a variety of andap languages that can be reached by students who have a background in everyday language, namely Balinese. These teaching materials have been effectively used because their presentation is simple and easy to reach, but they still need assistance for children who speak Indonesian