A Comparison of Geometry Problems in Middle-Grade Mathematics Textbooks from Taiwan, Singapore, Finland, and the United States
Der-Ching Yang 1, Yi-Kuan Tseng 2, Tzu-Ling Wang 3 *
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1 National Chiayi University, Graduate Institute of Mathematics and Science Education, Department of Education
2 National Central University, Graduate Institute of Statistics
3 Graduate Institute of Mathematics and Science Education, National Tsing Hua University, Graduate Institute of Mathematics and Science Education
* Corresponding Author

Abstract

Background:
This study analyzed geometry problems in four middle-grade mathematics textbook series from Taiwan, Singapore, Finland, and the United States, while exploring the expectations for students’ learning experiences with these problems.

Material and methods:
An analytical framework developed for mathematics textbook problem analysis had three dimensions: representation forms, contextual features, and response types.

Results:
The results showed that Taiwanese and Singaporean textbooks contained more problems in combined form, whereas Finnish and the American textbooks contained more problems in verbal and visual forms. The problem distribution across various representation forms was more balanced in the Finnish and Singaporean textbooks than in the Taiwanese and American textbooks. Most problems were non-application and close-ended problems compared to other application and open-ended problems. The Taiwanese textbooks contained the lowest proportion of real-world problems, whereas the American textbooks contained the highest proportion of open-ended problems.

Conclusions:
Implications of this study’s findings for textbook developers and future research directions are discussed.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00721a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 7, pp. 2841-2857

Publication date: 15 Jun 2017

Article Views: 1580

Article Downloads: 410

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