Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving

This study aimed to identify the proportion of diversity and suitability of narrative mathematical questions with SOLO taxonomy level and mathematical power ability. The research was conducted through quantitative descriptive. Sources of data in the forms of narrations contained in mathematics textbooks. The research procedure was conducted by making the classification and determining the percentage of the narrations based on the compatibility of SOLO taxonomy and the mathematical power ability. The results showed that, the narrative mathematical questions with uni-structural level are of 7.5%, multi-structural of 33.8%, relational of 46.6% and extended abstract of 12.1 %. In terms of compatibility of the narrative questions were able to measure 23% reasoning aspect, 18% problem solving, 8.3% connection, 28% communication and 22.6% mathematical representation. In general, mathematics textbooks as the object of research should be revised, since they have not yet achieved the ideal alignment between SOLO taxonomy based on grade level and the objective of learning develop mathematical power

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Opportunity to learn problem solving in Dutch primary school mathematics textbooks

ZDM ◽

10.1007/s11858-018-0973-x ◽

2018 ◽

Vol 50 (5) ◽

pp. 827-838 ◽

Cited By ~ 8

Author(s):

Marc van Zanten ◽

Marja van den Heuvel-Panhuizen

Keyword(s):

Problem Solving ◽

Primary School ◽

Opportunity To Learn ◽

School Mathematics ◽

Mathematics Textbooks ◽

Primary School Mathematics ◽

Learn Problem

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Problem Solving: Help in the Right Direction for LD Students

The Arithmetic Teacher ◽

10.5951/at.29.6.0026 ◽

1982 ◽

Vol 29 (6) ◽

pp. 26-41

Author(s):

Carol A. Thornton ◽

Nancy S. Bley

Keyword(s):

Decision Making ◽

Problem Solving ◽

Upper Elementary ◽

Elementary Grades ◽

Basic Facts ◽

The Right

Until recently problem solving was stressed primarily in the middle and upper elementary grades. The focus in the lower grades was on memorizing basic facts and developing specific computational skills. When children reached the middle elementary grades it was often assumed that because they could compute they also would know when to apply the different operations in problem-solving contexts. Unfortunately this is not always the case. Problem solving involves more than incorporating computational skills. It primarily requires a great deal of decision making.

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Supporting teachers who introduce curricular innovations into their classrooms: A problem-solving perspective

Physical Review Special Topics - Physics Education Research ◽

10.1103/physrevstper.9.010121 ◽

2013 ◽

Vol 9 (1) ◽

Cited By ~ 1

Author(s):

Edit Yerushalmi ◽

Bat-Sheva Eylon

Keyword(s):

Problem Solving ◽

Curricular Innovations ◽

Supporting Teachers

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Mathematics Curriculum Effects on Student Achievement in California

AERA Open ◽

10.1177/2332858417690511 ◽

2017 ◽

Vol 3 (1) ◽

pp. 233285841769051 ◽

Cited By ~ 10

Author(s):

Cory Koedel ◽

Diyi Li ◽

Morgan S. Polikoff ◽

Tenice Hardaway ◽

Stephani L. Wrabel

Keyword(s):

Student Achievement ◽

Marginal Cost ◽

Elementary Mathematics ◽

Mathematics Curriculum ◽

The Other ◽

Elementary Grades ◽

Mathematics Textbooks ◽

Positive Effects ◽

Grade 3 ◽

Math Test

We estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05 to 0.08 student-level standard deviations of the Grade 3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.

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An Analysis of the Statistics Content in Nepali School Textbooks

Mathematics Education Forum Chitwan ◽

10.3126/mefc.v4i4.26356 ◽

2019 ◽

Vol 4 (4) ◽

pp. 21-34

Author(s):

Dustin L. Jones ◽

Deepak Basyal

Keyword(s):

Problem Solving ◽

Statistical Problem ◽

The Other ◽

Mathematics Textbooks ◽

Text Book ◽

Worked Example ◽

Analysis Phase ◽

Mathematical Calculation ◽

Analyse Data ◽

Problem Solving Process

To determine the nature and extent of the statistics content that Nepali students may learn in school, we examined mathematics textbooks for grades 4-10 from five different publishers. All of the tasks in each statistics chapter were examined, for a total of 1755 tasks across 35 textbooks. Each task was classified according to the phases of the statistical problem-solving process (formulate questions, collect data, analyse data, interpret results) that were addressed. Nearly every task required students to analyse data; the other phases were rarely addressed. Additionally, tasks addressing the analysis phase were coded according to analysis activities; the majority of these tasks required students to read a display and perform a mathematical calculation. For each series, at least two-thirds of the statistics tasks followed a similar worked example. Based on these findings, we offer recommendations for teachers, text book writers, and the Curriculum Development Centre.

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