Approaches and practices in developing school mathematics textbooks in China

Li, Yeping; Jian-yue, Zhang; Ma, Tingting

doi:10.1007/s11858-009-0216-2

Cited by 22 publications

(5 citation statements)

References 12 publications

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“…Ders kitaplarının ders içeriği üzerindeki etkisi, öğretim yaklaşımları, öğrenciler için sınıflarda ve ödev için verilen etkinliklerin kalitesi ve öğrenme çıktıları ve başarısı açısından matematik derslerinin tasarlanması ve sunumunda önemli bir rolü bulunmaktadır (Alajmi, 2012;Törnroos, 2005;Weiss ve diğ., 2003;Robitaille & Travers, 1992). Bununla birlikte ders kitapları literatürde pek çok araştırmada da belirtildiği üzere (Fan & Kaeley, 2000;Li, Chen & Kulm, 2009;Li & Zhang, 2009;Stein, Remillard, & Smith, 2007;Törnross, 2005) öğretmenler ve öğrenciler arasındaki bağları besleyerek öğrenme ve öğretme etkinliğini arttırmak için önemli bir rol oynayabilir. Ders kitaplarında matematik tarihine yer verilmesi, öğretmenlerin derslerinde matematik tarihini kullanmalarına olanak sağlayacaktır.…”

Section: Matematik Tarihi Neden Matematik Ders Kitaplarında Yer Almalıdır?unclassified

Matemati̇k Tari̇hi̇ni̇n Ortaokul Matemati̇k Ders Ki̇taplarindaki̇ Yeri̇

Mersin¹,

Durmuş²

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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ÖZETMatematik tarihinin dikkatli ve akılcı kullanımı etkili bir öğretim aracı olabilir. Bunun yollarından biri ise matematik derslerine matematik tarihini entegre etmekten geçmektedir. Entegre etme yolları içerisinde ders kitaplarının rolü ise yadsınamaz bir gerçektir. Nitekim ders kitapları öğretmen ile öğrenci arasında bir köprü özelliği taşımaktadır. Buradan hareketle bu çalışmada ortaokul matematik dersi kitaplarındaki matematik tarihi ögeleri araştırılarak matematik tarihi ile ilgili durumları dersin hangi aşamasında ve hangi öğrenme alanında ele alması, hangi konularla ilişkilendirdiği ve bu ilişkilendirmede hangi etkinliklere yer vermesi özelliklerine göre sınıflandırılmıştır. Araştırmada nitel araştırma yöntemi kullanılmış olup toplamda 6 adet ders kitabı incelemeye tabi tutulmuştur. Analizler sonucunda ise on dokuz adet matematik tarihi ögesine rastlanmıştır. Bu ögelerin büyük çoğunluğu beşinci ve altıncı sınıf ders kitaplarında tarihsel notlar şeklinde yer almıştır. Ders kitaplarında matematik tarihinden yeterince yararlanılmadığı görülmüştür ve ders kitaplarının matematik tarihi ögeleriyle zenginleştirilmesi önerilmektedir. ABSTRACTCareful and rational use of the history of mathematics can be an effective teaching tool. One of these ways is to integrate the history of mathematics into mathematics courses. The role of textbooks in the ways of integration is indisputable. Hence, the textbooks are a bridge between the teacher and the student. Based on this, , in this study, mathematical history items of secondary school mathematics textbooks were investigated and classified according to various characteristics. As a research method, a document review has been used, and a total of 6 textbooks have been reviewed. As a result of the analysis, nineteen "mathematical history" items were encountered. The vast majority of these items are in the form of historical notes in the fifth and sixth grade textbooks. The history of mathematics has not been sufficiently utilized in the textbooks, and it is recommended that the textbooks be enriched with mathematical history texts.

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Section: Matematik Tarihi Neden Matematik Ders Kitaplarında Yer Almalıdır?unclassified

Matemati̇k Tari̇hi̇ni̇n Ortaokul Matemati̇k Ders Ki̇taplarindaki̇ Yeri̇

Mersin¹,

Durmuş²

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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“…By feeding the nexus between the teachers and the students, the textbooks can play a significant role to boost the effectiveness of the history of mathematics in mathematics learning and teaching. In addition, this nexus is vastly formulated in related literature by many researches (e.g., Fan, & Kaeley, 2000;Li, Chen, & Kulm, 2009;Li & Zhang, 2009;Stein, Remillard, & Smith, 2007;Törnross, 2005). Among these studies, the previously mentioned nexus is backed up by argument that textbooks, not only affect what to teach, but also affect the way to teach (Fan & Kaeley, 2000).…”

Section: The Textbooks' Rolementioning

confidence: 99%

A Content Analysis Study about the Usage of History of Mathematics in Textbooks in Turkey

Eren

Bulut

2015

EURASIA J MATH SCI T

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The present study aimed to investigate how history of mathematics was integrated to some mathematics textbooks in Turkey. On this account, four different textbooks with different grade levels were chosen. In total, 42 cases were detected and studied by three researchers. Results indicated that the usage of history of mathematics was materialized in six different manners: giving mathematics a human face, showing how concepts have developed, developing a multicultural approach, explaining the roles of mathematics in society, changing the perceptions of mathematics and providing opportunities for investigation. Among these manners, it is observed that giving mathematics a human face is the most frequent manner, while the least apparent one is providing opportunities for investigation.

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“…So it can be predicted that books are an important factor in educational practice. [5,6,7]. In short, its not only students who depend on textbbok, teacher also lean a lot on textbook.…”

Section: Introductionmentioning

confidence: 99%

The Presentation of Indonesian Cultural Perspective in Mathematics Textbook

Wijayanti¹,

Aminudin²

2022

KSS

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Contents related to the cultural perspective of a region must be integrated into the design of their curricula (including textbooks) at all levels. The government of Indonesia has facilitated students and teachers across the country free access to online downloadable learning resources. With a focus on issues about the presentation of a cultural perspective in Indonesia mathematics textbooks, this study examined a widely used curriculum resource series for lower secondary school and high school – Buku Sekolah Elektronik – published by the Indonesian Government that be accessed for free, to explore how the cultural influence is manifested in the two series of resource books. For data collection and analysis, the authors developed a framework by Fan (2018) who has classified cultures into six types concerning people’s beliefs, values, and ways of interacting. More precisely, the authors considered geography as a variable for data collection. As result, they found that the introduction of geography in Indonesian junior high school mathematics textbooks is still minimal. Keywords: Indonesian cultural perspective, mathematics textbooks

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Approaches and practices in developing school mathematics textbooks in China

Cited by 22 publications

References 12 publications

Matemati̇k Tari̇hi̇ni̇n Ortaokul Matemati̇k Ders Ki̇taplarindaki̇ Yeri̇

Matemati̇k Tari̇hi̇ni̇n Ortaokul Matemati̇k Ders Ki̇taplarindaki̇ Yeri̇

A Content Analysis Study about the Usage of History of Mathematics in Textbooks in Turkey

The Presentation of Indonesian Cultural Perspective in Mathematics Textbook

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