Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions
Saved in:
| Title: | Content and Problem Analysis in Turkish and Singaporean Mathematics Textbooks: The Case of Multiplying Fractions |
|---|---|
| Language: | English |
| Authors: | Bütüner, Suphi Önder (ORCID |
| Source: | REDIMAT - Journal of Research in Mathematics Education. Jun 2021 10(2):117-151. |
| Availability: | Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Textbooks, Textbook Content, Elementary School Mathematics, Mathematics Materials, Grade 5, Grade 6, Problem Solving, Multiplication, Fractions, Mathematical Concepts, Concept Formation, Difficulty Level, Comparative Education, Foreign Countries |
| Geographic Terms: | Singapore, Turkey |
| ISSN: | 2014-3621 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1315192 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 2014-3621 |
