A Comparison of Mathematical Values Conveyed in Mathematics Textbooks in China and Australia

Cao, Zhong Jun; Seah, Wee Tiong; Bishop, Alan J.

doi:10.1007/0-387-29723-5_29

Cited by 11 publications

(15 citation statements)

References 6 publications

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“…Seah and Bishop (2000) argue that the contents of the textbook are not only embedded elements that can develop students' cognitive domains, but also contain elements to develop students' affective domains. Therefore, through textbooks, students have the opportunity not only to develop their knowledge and skills but also their values (Seah and Bishop, 2000;Cao et al, 2005) There are still limited studies focusing on mathematical values in mathematical textbooks (Seah and Bishop, 2000;Cao et al, 2005;Hassan and Nik, 2008). Based on literature reviews, there were a few researches conducted regarding to the mathematical values.…”

Section: International Journal Of Asian Social Sciencementioning

confidence: 99%

A Comparison of Values of Progress Conveyed in Mathematics Textbook in Malaysia and Australia

Dollah

Widjaja

Zabit

et al. 2019

International Journal of Asian Social Science

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This research aims to compare the value of progress conveyed in the form four mathematics textbooks from Australia and Malaysia. One mathematics textbook was analysed from each of the countries. Two chapters were chosen for analysis from both of the textbooks, namely Linear Equations and Trigonometry. Content analysis was used to analyse the data. Four characteristics of the value of progress were identified, namely questioning, growth, alternative and generalisation. For the characteristics of questioning, both of the textbooks gave more emphasize to the use of "directive words or phrases compared to use of questions. The value of progress with characteristics of growth and alternative was more clearly conveyed in the TVA Math textbooks, compared to the TMA Math textbook. The value of progress with the characteristics of growth, for both textbooks, was conveyed through use of histories. The value of progress with characteristics of alternative was identified through the use of multiple strategies and methods in discussing the mathematical concepts. The value of progress with characteristics of generalisation was conveyed more clearly in the TMA Math textbook, compare to the TVA Math textbook. There were two characteristics of generalisation which could be identified from the both textbooks, namely deducing and make conclusion. It is suggested that in order to make mathematics textbooks a more comprehensive learning resource, the mathematics textbook should not only focus on developing the cognitive level of the students, but also consider their affective aspects, especially the value of progress. Contribution/ Originality:This study is one of very few studies which have investigated the comparison of the mathematical value, specifically the value of progress as conveyed in mathematics textbooks in Malaysia and Australia. The findings of this study can be used as a guide to the educator and researcher in mathematics education about the need to focus on the inculcation of the value of progress in mathematics textbooks.

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Section: International Journal Of Asian Social Sciencementioning

confidence: 99%

A Comparison of Values of Progress Conveyed in Mathematics Textbook in Malaysia and Australia

Dollah

Widjaja

Zabit

et al. 2019

International Journal of Asian Social Science

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“…That means teachers are encouraged to be involved in the generation of teaching resources. This standardbased reform has been studied from international perspectives (e.g., Li 2007) as well as Chinese perspectives (e.g., Cao et al 2006;Sun 2013). Sun (2013) mentioned that teaching materials are the basic foundation of teaching activities.…”

Section: Context and Institutional Framework For Teachers' Workmentioning

confidence: 99%

Teachers’ Collective Work Inside and Outside School as an Essential Source of Mathematics Teachers’ Documentation Work: Experiences from Japan and China

Miyakawa

2019

The ‘Resource’ Approach to Mathematics Education

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This chapter aims to report the results of a comparative study of teachers' documentation work in China and Japan, as well as to share some East Asian experiences that are less accessible to Western researchers. The Chinese case is gathered from teachers' collective work carried out inside school, and the Japanese case is taken from the group activities of a local mathematics teachers' association outside school. We analyze in each case teachers' documentation work as well as resources associated with such work. The comparison of the results of the analyses elucidates the commonalities between the two cases, such as the importance of textbook as a resource and the practice-based and research-oriented professional development, albeit the differences of contexts and institutional frameworks inside and outside school. We lastly discuss the perspectives for future research on the teachers' collective work with resources.

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“…In the literature, there are several studies on values in mathematics education. Some of these studies address the measurement of mathematics educational values (Durmus and Bıçak, 2006;Dede, 2009;Luttrell et al, 2010;Liman et al, 2013;Pa and Tapsir, 2013) the examination of mathematical values in mathematics course books (Cao et al, 2006;2006b) and similarities and differences between the values of mathematics and science teachers (Bishop et al, 2006;Bishop, 2008). Studies on mathematical and mathematics educational values in Turkey are in limited number and their samples consist of preservice teachers attending the faculties of education or in-service teachers (Durmus and Bıçak, 2006;Durmus et al, 2008;Dede, 2009;Durmus, 2011).…”

Section: Introductionmentioning

confidence: 99%

Reflections of Mathematical and Mathematics Educational Values on Pedagogical Formation Students' Teaching Preferences

Şahin

Özpınar

2020

Asian Journal of Education and Training

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As in all fields, values are an important component of classroom"s affective environment in mathematics course, too, and have a significant impact on students" mathematical efforts. As it would directly affect classroom practices and learning, it is deemed important to determine preservice teachers" value profiles. This research aimed to address mathematical and mathematics educational values of mathematics students receiving pedagogical formation in terms of constructivist and positivist approaches and examine these values along with their opinions on the use of different teaching strategies, methods and techniques (SMTs) in courses. The participants were 288 mathematics students receiving pedagogical formation at two public universities. As data collection instruments, Mathematical and Mathematics Educational Values Scale and a written interview form were used to associate their values with their teaching preferences. The study concluded a significant difference in favor of constructivist values when comparing participants" levels of having positivist values with their levels of constructivist values. The findings achieved from the interview forms indicated that majority of participants preferred student-centered teaching strategies, methods and techniques; in other words, they regarded themselves rather as constructivists.

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A Comparison of Mathematical Values Conveyed in Mathematics Textbooks in China and Australia

Cited by 11 publications

References 6 publications

A Comparison of Values of Progress Conveyed in Mathematics Textbook in Malaysia and Australia

A Comparison of Values of Progress Conveyed in Mathematics Textbook in Malaysia and Australia

Teachers’ Collective Work Inside and Outside School as an Essential Source of Mathematics Teachers’ Documentation Work: Experiences from Japan and China

Reflections of Mathematical and Mathematics Educational Values on Pedagogical Formation Students' Teaching Preferences

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