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

Yang, Der‐Ching; Sianturi, Iwan Andi Jonri

doi:10.1080/03055698.2020.1740977

Cited by 13 publications

(18 citation statements)

References 36 publications

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“…In this study, we analyzed response types to a problem concerning close‐ and open‐ended problems (Wijaya et al., 2015; Zhu & Fan, 2006). This categorization is basically focused on the open‐endedness of final answers to a problem, instead of possible approaches used to solve the problem (Yang & Sianturi, 2020; Zhu & Fan, 2006). Accordingly, a close‐ended problem is a problem that simply requires one answer only, regardless of different methods of solution to arrive at the answer.…”

Section: Methodsmentioning

confidence: 99%

“…Earlier studies have focused on examining students’ exposure to representational forms offered in mathematics textbooks used in different countries (Yang & Sianturi, 2020; Zhu & Fan, 2006). These studies showed that different countries have different emphasis on certain types of representational forms to embed related concepts in mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

“…These studies showed that different countries have different emphasis on certain types of representational forms to embed related concepts in mathematics. Yang and Sianturi (2020) revealed a significant difference of representational forms within algebraic problems in mathematics textbooks intended for elementary graders in Finland, Indonesia, Malaysia, Singapore, and Taiwan. They revealed that Finland put more emphasis on symbolic forms, Indonesia had the highest percentage of visual forms, and Malaysia had the highest percentage of both verbal and combined forms.…”

Section: Literature Reviewmentioning

confidence: 99%

“…For comparing the five countries’ textbooks, we established a framework concentrating on four essential aspects drawn from the literature: (1) representational forms, (2) cognitive demand levels, (3) contextual features, and (4) response types to problems (Charalambous et al., 2010; Jones & Tarr, 2007; Larina, 2016; Stein et al., 2000; Wijaya et al., 2015; Yang & Sianturi, 2017, 2020; Zhu & Fan, 2006). These studies showed that the four aspects are the typical features embedded in mathematical problems to build students’ understanding of related concepts in mathematics and to foster students’ capability in solving the problems.…”

Section: Introductionmentioning

confidence: 99%

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

Sianturi

Ismail

Yang

2021

School Sci & Mathematics

Self Cite

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Sianturi

Ismail

Yang

2021

School Sci & Mathematics

Self Cite

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“…From the aspect of education, both of them can be compared through the results of PISA 2015 because they both are members of the OECD. Differences in the results of international surveys between Indonesia and Singapore are very different (Yang & Sianturi, 2020). Singapore is the best (the first rank in PISA 2015) with an average score of 556 while Indonesia is ranked 62 with a score of 403 (Organization for Economic Co-operation and Development, 2016a).…”

Section: Introductionmentioning

confidence: 99%

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arlinwibowo

Kistoro

Retnawati

et al. 2020

jipi

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As a neighbouring country whose location is very close, there is a unique fact where the results of the PISA study show very different results between Indonesia and Singapore. Students' perceptions of learning have an important role to detect the quality of learning. Thus, this study aims to determine the factors of student perception of natural science learning and the differences between the two countries based on these factors. The sample in this study were 5870 Indonesian students and 5272 Singaporean students who took the 2015 PISA survey. The research data were the results of the PISA survey (codes ST098, ST100, ST103, and ST104) regarding student perception of natural science learning. The data analysis technique used is Principal Component Analysis to detect factors and Discriminant Analysis to show differences between the two countries. Students' perceptions of science learning in Singapore and Indonesia can be classified into five factors: Practicum, Assistant, Explorative, Counseling, and Collaborative. Based on these factors, there are differences in the perception of the implementation of science learning between Indonesian and Singaporean students. Indonesian students tend to be stronger in defining that science learning is full of exploration, collaboration, and teachers play the role of counselor very well, while Singapore students feel more than practical learning based on science and teachers provide student assistance in dealing with difficulties in the learning process.

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Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

Vicente

Verschaffel²,

Sánchez³

et al. 2022

Educ Stud Math

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The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among these variables, the design of mathematics textbooks is thought to partially explain why students from high-achieving countries show better problem-solving ability in international assessments. In the current study, we delved into this question and compared the frequency and characteristics of arithmetic word problems (AWPs) contained in primary school math textbooks in two countries with different levels of performance in international assessments—Singapore and Spain. In our analyses, we focused on (1) the quantity of arithmetic word problems, (2) the variety of problems in terms of their additive or multiplicative structures and semantic-mathematical substructures, and (3) the quantity and nature of illustrations that were presented together with arithmetic word problems. Although a larger proportion of AWP activities was found in Singaporean textbooks, the results showed a similar variety of AWPs in both Singaporean and Spanish math textbooks. Furthermore, in both countries, math textbooks emphasized the structures classified as (additive) combine 1 and (multiplication) simple rate in AWPs. Notably, the Singaporean textbook contained a larger percentage of illustrations that reflected the semantic-mathematical structures of the problems and helped students learn how to solve AWPs (e.g., bar models). The findings are discussed in light of theories that posit that textbooks constitute a fundamental part of the teaching–learning process in the classroom.

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

Cited by 13 publications

References 36 publications

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

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

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

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