Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

Fowler, Linda Donnell

doi:10.25148/etd.fi15032190

Cited by 4 publications

(3 citation statements)

References 33 publications

(86 reference statements)

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“…Therefore, Singaporean textbook adhered to the recommendations of Stein et al (2000) that students at each grade level should experience more mathematical questions requiring higher cognitive demand levels and have opportunities to "engage with tasks that lead to deeper, more generative understandings regarding the nature of mathematical processes, concepts, and relationships" (p. 15). Singaporean textbook is consistent to provide more questions requiring higher cognitive demand levels (Fowler, 2015;Siregar & Ziebarth, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…They found that Singaporean textbook requires students to master a higher cognitive demand level while Indonesian textbooks focused on students' understanding the basic concepts of statistics and probability and provided more low cognitive demand levels. In addition, Fowler (2015) reported that Singaporean mathematics textbooks provided more questions requiring higher cognitive demand levels than US textbooks on linear functions topics. Singaporean textbook reflected simple features of text density and enriched use of visual elements, more number of mathematics topics, and an easier inner organization to follow (Erbas, Alacaci, & Bulut, 2012;Soh, 2008) On the other hand, Indonesian curriculum has been implementing realistic mathematics education approach to school mathematics which is widely recognized as providing one of the best and most detailed elaborations of the problem-based approach to mathematics education (Hadi, 2002).…”

Section: International Research Involving Singapore and Indonesiamentioning

confidence: 99%

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An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content

Yang

Sianturi

2017

EURASIA J MATH SCI T

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Organization for Economic Cooperation and Development (OECD) (2016) released the results of Programme for International Student Assessment (PISA) 2015 and reported that the students' performance in mathematics of Singapore and Indonesia had significant differences. There is a strong relationship between textbooks used and mathematics performance of the students. If textbooks differ, students will get a different opportunity to learn and the opportunity to learn influences students' achievement (performance). The purpose of this study was to analyze the trigonometry contents and cognitive demand levels in Singaporean and Indonesian mathematics textbooks. The data were primarily qualitative. Horizontal and vertical analyses were used in this study. The result showed that Singaporean textbooks put more emphasis on all the concepts of trigonometry on righttriangle and further trigonometry (sine/cosine rules) while Indonesian textbook provided more discussions on angle and its concepts, trigonometry on right-triangle, and graph function of trigonometry (which is a lot more difficult than sine/cosine rules). In addition, Singaporean textbook provided more mathematical questions requiring higher cognitive demand levels while, Indonesian textbook provided more questions requiring lower levels. The differences of textbooks contents and required cognitive demand level probably influenced students' mathematics performance in the two countries. It is hoped that the results will inform curriculum designers and/or textbooks' author(s) in Indonesia, Singapore, and other countries as they review and update the mathematics curriculum and/or mathematics textbooks.

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Section: Discussionmentioning

confidence: 99%

Section: International Research Involving Singapore and Indonesiamentioning

confidence: 99%

An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content

Yang

Sianturi

2017

EURASIA J MATH SCI T

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“…Based on related studies synthesized by (Yang & Sianturi, 2017), Singapore mathematics textbooks can be used to reference cognitive demands that require high-level skills. For example, for probability and statistics material, the cognitive demands are higher than for American (c.f., Siregar, 2015) and Indonesian textbooks; and for linear function material, which has higher cognitive demands than American textbooks (c.f., Fowler, 2015).…”

Section: Discussionmentioning

confidence: 99%

Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook

Purnomo

Sharill

Pandansari

et al. 2022

jel

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Examples and exercises in mathematics textbooks have an essential role in directing teaching and learning to achieve the objectives of the mathematics curriculum. This study examines mathematical tasks, i.e., examples and exercises, for a grade 4 elementary school mathematics textbook published by the Indonesian Government in 2018. We focus on geometry tasks and categorize them based on the dimensions of cognitive processes and knowledge of the revised Bloom’s taxonomy. Textbook research is used to achieve the objectives of this study. The validity of the data was carried out by employing peer debriefing. The findings of this study indicate that only about 30% of the geometry tasks in this mathematics textbook require high-level mathematical thinking skills. This study also shows that procedural knowledge is more dominant and becomes an orientation in presenting geometry tasks. This finding becomes less relevant to the orientation of researchers and policymakers who want the direction of mathematics education to be forming students as problem solvers.

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Analysis of algebraic problems intended for elementary graders in Finland, Indonesia, Malaysia, Singapore, and Taiwan

Yang

Sianturi

2020

Educational Studies

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Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

Cited by 4 publications

References 33 publications

An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content

An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content

Cognitive demands on geometrical tasks in Indonesian elementary school mathematics textbook

Analysis of algebraic problems intended for elementary graders in Finland, Indonesia, Malaysia, Singapore, and Taiwan

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