A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries

Charalambous, Charalambos Y.; Delaney, Seán; Hsu, Hui-Yu; Mesa, Vilma

doi:10.1080/10986060903460070

Cited by 152 publications

(143 citation statements)

References 39 publications

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“…The third category, the contextual analysis, focuses on how textbooks are used in instructional activities. Therefore, Charalambous et al (2010) argued that, in fact, only the first two categories are appropriate to analyze the characteristics of textbooks.…”

Section: Textbook Analysis To Identify the Opportunity-to-learnmentioning

confidence: 99%

“…They distinguished four areas on which a textbook analysis can focus, namely (a) the mathematics topics presented in textbooks and the beliefs about the nature of mathematics that underlie the textbooks' content, (b) the methods suggested in textbooks to help students understand the textbooks' content, (c) the sociological contexts of textbooks which examines whether textbooks are adaptive to students with different performance levels, and (d) the cultural traditions in textbooks, focusing on how textbooks reflect the cultural traditions and values. Charalambous et al (2010) classified the approaches to textbook analysis in three categories, namely horizontal, vertical, and contextual. The horizontal analysis examines the general characteristics of textbooks, such as physical characteristics and the organization of the textbooks' content.…”

Section: Textbook Analysis To Identify the Opportunity-to-learnmentioning

confidence: 99%

“…For example, textbook analysis was applied to the distributive property (Ding & Li, 2010), the equal sign (Li, Ding, Capraro, & Capraro, 2008;McNeil et al, 2006), fractions (Charalambous, Delaney, Hsu, & Mesa, 2010), subtraction up to 100 (Van Zanten & Van den Heuvel-Panhuizen, 2014), non-routine problem solving (Kolovou, Van den Heuvel-Panhuizen, & Bakker, 2009;Xin, 2007), and mathematical modeling (Gatabi, Stacey, & Gooya , 2012).…”

Section: Opportunity-to-learn and The Role Of Textbooksmentioning

confidence: 99%

“…Following Charalambous et al (2010), we analyzed the textbooks from two perspectives, namely their physical characteristics and instructional components (horizontal analysis) and the characteristics of the tasks (vertical analysis). The physical characteristics and instructional components of the textbooks were investigated to provide information about the quantity of exposure to textbook content.…”

Section: Procedures Of Textbook Analysismentioning

confidence: 99%

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Opportunity-to-learn context-based tasks provided by mathematics textbooks

2015

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Based on the findings of an error analysis revealing that Indonesian ninth-and tenthgraders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students' difficulties in solving these tasks. An analysis framework was developed to investigate the characteristics of tasks in textbooks from four perspectives: the type of context used in tasks, the purpose of context-based tasks, the type of information provided in tasks, and the type of cognitive demands of tasks. With this framework, three Indonesian mathematics textbooks were analyzed. Our analysis showed that only about 10 % of the tasks in the textbooks are context-based tasks. Moreover, at least 85 % of these tasks provide exactly the information needed to solve them and do not leave room for students to select relevant information by themselves. Furthermore, of the context-based tasks, 45 % are reproduction tasks requiring performing routine mathematical procedures, 53 % are connection tasks requiring linking different mathematical curriculum strands, and only 2 % are reflection tasks, which are considered as tasks with the highest level of cognitive demand. A linkage between the findings of the error analysis and the textbook analysis suggests that the lacking opportunity-to-learn in Indonesian mathematics textbooks may cause Indonesian students' difficulties in solving context-based tasks. Based on the results of this study, recommendations are given for improving the opportunities-tolearn to solve context-based tasks as well as for doing further research on this topic.

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Section: Textbook Analysis To Identify the Opportunity-to-learnmentioning

confidence: 99%

Section: Textbook Analysis To Identify the Opportunity-to-learnmentioning

confidence: 99%

Section: Opportunity-to-learn and The Role Of Textbooksmentioning

confidence: 99%

Section: Procedures Of Textbook Analysismentioning

confidence: 99%

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Opportunity-to-learn context-based tasks provided by mathematics textbooks

2015

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“…In this respect, Howson (2013) mentioned the setting of the tasks, the quality of the tasks, the number of the tasks, and the role of the contexts which are used in the tasks. The characteristics of tasks, such as the cognitive demands of tasks and the required types of responses in tasks, are also important attributes (Charalambous, Delaney, Hsu, & Mesa, 2010).…”

Section: Opportunity-to-learn Offered By Textbooksmentioning

confidence: 99%

Opportunity-to-Learn to Solve Context-based Mathematics Tasks and Students’ Performance in Solving these Tasks – Lessons from Indonesia

Wijaya

Heuvel–Panhuizen

Doorman

et al. 2018

EURASIA J MATH SCI T

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This study investigated whether providing opportunity-to-learn can improve Indonesian students' performance in solving context-based mathematics tasks. On the basis of an inventory of Indonesian students' difficulties with these tasks and an analysis of textbooks and classroom practices, an intervention program for mathematics teachers was developed. This program contained tasks with relevant and essential contexts with missing or superfluous information, but without explicitly given mathematical procedures. The program also comprised guidelines for a consultative teaching approach with metacognitive prompts and questions for discussion to promote reflection in class. A field experiment with a pretest-posttest control-group design was carried out in six junior high schools in Indonesia involving 299 eightgraders. Students in the experimental group made significantly more progress on solving context-based mathematics tasks than students in the control group. Furthermore, an analysis of students' errors revealed that experimental students made significantly fewer task comprehension errors than control students. These results show that providing opportunity-to-learn, that is offering context-based tasks to students, which require mathematical modeling, and having teachers knowing the characteristics of such tasks and using a consultative teaching approach, can improve students' ability in solving context-based tasks.

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