A cross‐national comparison of mathematical problems on numbers and operations‐related topics in five countries

Abstract

The purpose of this study is to compare the differences of four essential aspects (i.e., representational forms, contextual features, cognitive demand levels, and response types) embedded in mathematical problems within the topics of numbers and operations in mathematics textbooks used in Finland, Indonesia, Malaysia, Singapore, and Taiwan. This study employed a content analysis method to analyze the four aspects in the most representative textbook from each country. Results showed varied development of the four aspects and indicated different priorities being emphasized in each country’s textbook. For instance, Singaporean textbooks have the highest percentage of mathematical problems that require higher levels of cognitive demands. Textbooks in Indonesia, Malaysia, Finnish, and Singapore contain more opportunities to engage with purely mathematical forms, with a percentage higher than 40%. Other findings concerning the four aspects can help to understand students’ potential engagement with mathematics teaching and learning at elementary schools in the five countries.

Comparative Study of Indonesian Students' Mathematical Literacy Abilities with Other Countries in Terms of PISA Type HOTS

“…As many 93% of students in Singapore were able to solve PISA 2018 questions at level 2 or more, then 37% of students in Singapore were able to solve PISA questions at level 5 or more (OECD, 2019d). Indonesia and Singapore have learning with the same cognitive level, which emphasizes memorization, but what makes Singapore different from Indonesia is that Singapore uses more open-ended questions (Sianturi, et al, 2021). This allow students being able to answer mathematical problems using their own language which is one of the indicators found in mathematical literacy (Utami, et al, 2020).…”