Comparing the development of the multiplication of fractions in Turkish and American textbooks

Kar, Tuğrul; Güler, Gürsel; Şen, Ceylan; Özdemir, Ercan

doi:10.1080/0020739x.2017.1355993

Cited by 16 publications

(21 citation statements)

References 49 publications

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“…In recent years, various studies have explored the textbooks because of their important position in the process of teaching and learning. When comparative studies in the relevant literature are investigated thoroughly, it has been noted that the context of design, language, content, teaching activities and questions in textbooks from two or more countries are assessed in terms of similarities and differences (Erbaş, Alacacı & Bulut, 2012;Haggarty & Pepin, 2002;Kar, Güler, Şen & Özdemir, 2017). For example, Haggarty and Peppin (2002) completed a study comparing the most popular mathematics textbooks in England, Germany and France.…”

Section: Relevant Researchmentioning

confidence: 99%

“…Their study observed that in American and Singaporean textbooks questions addressing to the higher levels of comprehension were more frequent, while the questions in Turkish books generally addressed the lower levels of comprehension as they focused on answering the question rather than the solution method. Kar et al (2017) investigated the methods used for multiplication of fractions in Turkish and American textbooks. The result of this study showed that the mathematics questions provided in American textbooks had a style requiring more high-level cognitive skills.…”

Section: Relevant Researchmentioning

confidence: 99%

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A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy

Kul

Sevimli

Aksu

2018

Turkish Journal of Education

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The present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get the required data, eight textbooks were analyzed respectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzed and classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended that the number of higher order thinking questions should be increased in accordance with international examinations.

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Section: Relevant Researchmentioning

confidence: 99%

Section: Relevant Researchmentioning

confidence: 99%

A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy

Kul

Sevimli

Aksu

2018

Turkish Journal of Education

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“…Broadly speaking, mathematics textbook research has focused on the presentation of either mathematical topics or mathematical processes. A not uncommon example of the former is fractions, with colleagues evaluating either the topic in general, as found in studies of primary textbooks in Kuwait, Japan, the USA (Alajmi 2012), Cyprus, Ireland and Taiwan (Charalambous et al 2010), or particular aspects of the topic, as found in examinations of fraction multiplication in middle school textbooks from Korea and the USA (Son and Senk 2010), China, Japan and the USA (Li, Chen, and An 2009) and Turkey and the USA (Kar et al 2018). With respect to the processes of mathematics, researchers have frequently examined aspects of mathematical reasoning and proof, as in studies of the textbooks of Australia (Stacey and Vincent 2009), France and Japan (Miyakawa 2017), Finland and Sweden (Bergwall and Hemmi 2017) and the United States (Otten et al 2014;Stylianides 2009).…”

Section: Introductionmentioning

confidence: 99%

Two novel approaches to the content analysis of school mathematics textbooks

Petersson

Sayers

Rosenqvist

et al. 2020

International Journal of Research & Method in Education

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The analysis of the content of school textbooks, particularly in a time of cross-cultural borrowing, is a growing field restricted by the tools currently available. In this paper, drawing on the analyses of three English year-one mathematics textbooks, we show how two approaches to the analysis of sequential data not only supplement conventional frequency analyses but highlight trends in the content of such textbooks hidden from frequency analyses alone. The first, moving averages, is conventionally used in science to eliminate noise and demonstrate trends in data. The second, Lorenz curves, is typically found in the social sciences to compare different forms of social phenomena. Both, as we show, extend the range of questions that can be meaningfully asked of textbooks. Finally, we speculate as to how both approaches can be used with other forms of ordered classroom data.

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“…More recently, however, many studies have been motivated by a desire to understand how educational systems more successful than those of the writers, typically the US, present mathematical ideas (Ding, 2016;Li, Chen, & An, 2009;Yang, Reys, & Wu, 2010). This latter tradition has also been well represented in the recent pages of IJMEST (Avcu, 2019; Barcelos Amaral & Hollebrands, 2017;Kar, Güler, Şen, & Özdemir, 2018;Son & Hu, 2016).…”

Section: Introductionmentioning

confidence: 99%

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

Sayers

Petersson

Rosenqvist

et al. 2019

International Journal of Mathematical Education in Science and

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In this paper we present statistical analyses of three textbooks used by Swedish teachers to support year one children's learning of mathematics. One, Eldorado, is authored by Swedish teachers, another, Favorit, is a Swedish adaptation of a popular Finnish series and the third, Singma, is a Swedish adaptation of a Singapore series. Data were coded against the eight categories of foundational number sense, which are the number-related competences literature has shown to be essential for the later mathematical success of year one learners. Two analyses were undertaken; the first was a frequency analysis of the tasks coded for a particular category, the second was a time-series analysis highlighting the temporal location of such opportunities. The frequency analyses identified statistically significant differences with respect to children's opportunities to acquire foundational number sense. Additionally, the time series showed substantial differences in the ways in which such tasks were located in the structure of the textbooks. Such differences, we argue, offer substantial didactical challenges to teachers trying to adapt their practices to the expectations of such imports.

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Comparing the development of the multiplication of fractions in Turkish and American textbooks

Cited by 16 publications

References 49 publications

A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy

A comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy

Two novel approaches to the content analysis of school mathematics textbooks

Opportunities to learn foundational number sense in three Swedish year one textbooks: implications for the importation of overseas-authored materials

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