A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea

Yeo, Sheunghyun; Son, Taekwon

doi:10.26822/iejee.2021.208

Cited by 8 publications

(8 citation statements)

References 22 publications

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“…The first framework, developed by Hwang et al (2021), is a commonly used framework to analyze mathematics textbooks by distinguishing two dimensions. The first is a horizontal dimension, which includes topic sequence and frequency.…”

Section: Analytical Frameworkmentioning

confidence: 99%

“…It is rooted in the principles of effective instruction for students at risk in mathematics and includes criteria such as the teaching of big ideas, conspicuous instruction, mediated scaffolding, and judicious review (Sood & Jitendra, 2007). The present study focuses on big ideas (Sood & Jitendra, 2007) and context (Hwang et al, 2021) to evaluate the mathematical content of Chapter 1. Unlike Sood and Jitendra (2007), who, when analyzing teachers' manuals and other instructional materials, assume a teacher's perspective, the present study analyzes the student edition and thus assumes a student's perspective.…”

Section: Analytical Frameworkmentioning

confidence: 99%

“…STEM integration, a feature of interest in the 1989 mathematics reform movement (Maass et al, 2019;Williams, 2011), is additionally included to analyze the content of Chapter 1 for its use of examples and problems relating mathematics with science, technology, or engineering. The use of mediated scaffolding (Sood & Jitendra, 2007) and problem solving activities (Hwang et al, 2021) Big ideas are what the authors of a textbook consider important (Sood & Jitendra, 2007). They are discernible through chapter headings, the amount of space in the chapter devoted to them, and the number of problems and examples that illustrate them (Sood & Jitendra, 2007).…”

Section: Analytical Frameworkmentioning

confidence: 99%

“…Context refers to how a textbook illustrates math problems (Hwang et al, 2021). CS&M explicitly states that it uses the "Rule of Four," illustrating concepts geometrically (G), numerically (N), algebraically (A), and verbally (N) (Hughes-Hallett et al, 2018).…”

Section: Context Examplementioning

confidence: 99%

“…Considering that mathematics textbooks exert significant influence on pedagogy as well as the topics teachers present in class (Chang et al, 2016;Johansson, 2005), they may also help teachers implement educational goals promoted within a curriculum (Hwang et al, 2021). In recent decades, debate has centered on whether to adopt traditional mathematics curriculum and textbooks or reformed curriculum and textbooks grounded in Principles and Standards for Mathematics Education (NCTM, 2000).…”

Section: Introductionmentioning

confidence: 99%

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How Much Reform?

Pogorelova

2022

JMETC

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Though the curriculum reform movement that began in 1989 has had a significant impact on calculus pedagogy and content (Windham, 2008), the question remains to what extent reform-based calculus textbooks reflect these reforms. This paper explores this question by analyzing the mathematical content and pedagogical approach of the chapter on functions in Hughes-Hallett et al.’s (2018) reform-based college textbook Calculus: Single and Multivariable (CS&M). To conduct this analysis, the paper first synthesizes Hwang et al.’s (2021) framework for analyzing mathematics textbooks along with Sood and Jitendra’s (2007) framework for comparing traditional and reform-based mathematics textbooks. The paper then applies the synthesized frameworks to identify elements of reform from the big ideas, contextual features, mediated scaffolding, problem solving activities, and STEM integration found in the CS&M chapter. The results suggest that, although the chapter integrates many reform-based principles, there may be scope for further integration. Such efforts, however, may be constrained by influential stakeholders.

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Section: Analytical Frameworkmentioning

confidence: 99%