Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks

Yeap, Ban-Har; Ferrucci, Beverly J.; Carter, Jack A.

doi:10.1007/0-387-29723-5_13

Cited by 8 publications

(3 citation statements)

References 1 publication

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“…Due to the national curriculum framework, Singapore elementary mathematics curricula are quite alike in their content coverage and focus on problem solving (Ministry of Education Singapore, 2007;Yeap, Ferrucci, & Carter, 2006). We chose one, My Pals Are Here!…”

Section: Methodsmentioning

confidence: 99%

What is different across an ocean? How Singapore and US elementary mathematics curricula introduce and develop length measurement

Lee

Smith

2011

ZDM Mathematics Education

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This article compares the opportunity to learn length measurement in the USA and Singapore as revealed in the close analysis of some of their written elementary curriculum materials. Written curricula strongly influence students' learning of mathematics, without completely determining it. The Trends in Third International Mathematics and Science study 2007 showed the relatively low performance of the US and Singapore fourth graders in measurement, which was attributed in part to the learning opportunities provided to the students. We examined and coded all instances of length measurement in three different US curricula and one Singapore curriculum through Grade 3, using a very detailed scheme that identified particular elements of conceptual, procedural and conventional knowledge and the textual forms that present this knowledge. Results show strong emphasis on measurement procedures, across all grades and curricula, in both countries. However, in numerous ways, the Singapore curriculum is more focused, organizationally, procedurally and conceptually. US curricula provide more diverse access to conceptual knowledge where Singapore materials focus on independent work involving procedures, within and across grade levels. Limitations of the curricula in both countries are discussed.

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Section: Methodsmentioning

confidence: 99%

What is different across an ocean? How Singapore and US elementary mathematics curricula introduce and develop length measurement

Lee

Smith

2011

ZDM Mathematics Education

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“…While it is acknowledged that various factors, such as students, teachers, and schools, influence mathematical achievement, Yeap (2005) has underscored the pivotal role textbooks play in the impressive mathematical achievement of Singaporean students in international assessments, including PISA and TIMSS. The prominence of textbooks as primary resources for learning mathematics is reflected in their function as the primary source of tasks that form the foundation for meaningful conceptual learning, essential mathematical skill acquisition, and engagement in critical mathematical exercises.…”

Section: Impact Of Textbooks On Mathematics Achievementmentioning

confidence: 99%

A refined framework for qualitative content analysis of mathematics textbooks

Zeynivandnezhad,

Saralar-Aras,

Halai

2024

EURASIA J Math Sci Tech Ed

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Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.

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“…Based on the results of cross-national research studies, we can design intervention programs to improve students' learning (Cai, 2004;Robitaille & Travers, 1992). Prior studies have found that students' use of strategies varies considerably between countries (Cai, 2004;Jiang et al, 2014Jiang et al, , 2017Xu et al, 2014;Yeap et al, 2006). In the field of algebra learning, recent international studies also found that students from different countries showed some similarities but also great diversity in strategy use when solving algebraic problems (Kilhamn & Säljö, 2019;Oikarainen, 2013;Reinhardtsen & Givvin, 2019;Röj-Lindberg & Partanen, 2019).…”

Section: Cross-national Comparisons On Students' Problem-solving Stra...mentioning

confidence: 99%

Which One Is the “Best”: a Cross-national Comparative Study of Students’ Strategy Evaluation in Equation Solving

Jiang

Star²,

Hästö

et al. 2022

Int J of Sci and Math Educ

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This cross-national study examined students' evaluation of strategies for solving linear equations, as well as the extent to which their evaluation criteria were related to their use of strategies and/or aligned with experts' views about which strategy is the best. A total of 792 middle school and high school students from Sweden, Finland, and Spain participated in the study. Students were asked to solve twelve equations, provide multiple solving strategies for each equation, and select the best strategy among those they produced for each equation. Our results indicate that students' evaluation of strategies was not strongly related to their initial preferences for using strategies. Instead, many students' criteria were aligned with the flexibility goals, in that a strategy that takes advantages of task context was more highly valued than a standard algorithm. However, cross-national differences in strategy evaluation indicated that Swedish and Finnish students were more aligned with flexibility goals in terms of their strategy evaluation criteria, while Spanish students tended to consider standard algorithms better than other strategies. We also found that high school students showed more flexibility concerns than middle school students. Different emphases in educational practice and prior knowledge might explain these cross-national differences as well as the findings of developmental changes in students' evaluation criteria.

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Comparative Study of Arithmetic Problems in Singaporean and American Mathematics Textbooks

Cited by 8 publications

References 1 publication

What is different across an ocean? How Singapore and US elementary mathematics curricula introduce and develop length measurement

What is different across an ocean? How Singapore and US elementary mathematics curricula introduce and develop length measurement

A refined framework for qualitative content analysis of mathematics textbooks

Which One Is the “Best”: a Cross-national Comparative Study of Students’ Strategy Evaluation in Equation Solving

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