Praxeology review: Comparing Singaporean and Indonesian textbooks in introducing the concept of sets

Abstract

Singapore has successfully implemented mathematics textbooks as a widely referenced part of the curriculum. Nevertheless, not all countries can fit into the offered concept. There are gaps and other interesting factors to investigate, especially regarding the comparison with Indonesia. This study aimed to compare the concepts of Singaporean and Indonesian textbooks on a more specific topic, namely the concept of mathematical sets. The comparative study was conducted on two official handbooks of the two countries, which were reviewed in praxeology (T, τ, θ, and Θ). The research data were limited to the topic of the concept of sets in the two books, ignoring other material as part of the depth of the study. Qualitative research with a hermeneutic phenomenology approach was chosen as an alternative method, and this study is a study at the prospective stage of the entire series of Indonesian versions of didactical design research. The data showed a uniqueness, characterizing the textbooks’ quality from each perspective. The similarity and specialization of the textbooks were indicated by the type of task regarding the definition of sets (T1) and the form of the praxis block. There were striking differences in the complexity of task design in influencing the perceptual, memorial, introspective, and a priori.<i> </i>The characteristics of material presentation considered the students’ culture and character in each country, making these textbooks worthy of reference. Although studying math topics was quite tricky, a praxeological study of textbooks from both countries provided a new perspective on how task design played an essential role in making material presentation more acceptable to students.

Textbook praxeological-didactical analysis: Lessons learned from the Indonesian mathematics textbook

“…Both studies analyzed curriculum documents such as mathematics textbooks. The study can also be said to be more advanced by further examining didactical analysis compared to what has been done by Solis and Isoda (2022), Takeuchi and Shinno (2020), Wijayanti andWinsløw (2017), andHendriyanto et al (2023), who have only worked on analyzing the praxeology of mathematics textbooks in a particular country.…”

A praxeological review of concept-sequence and series: Comparing Malaysia and Indonesia textbooks

“…This indicates that the assignment design on the topic of sequences and series in BI requires students to develop the knowledge they already have and solve it with mathematical expressions. This condition means that students do not have the opportunity to construct their knowledge through observation (Hendriyanto et al, 2023). The learning process should be designed to facilitate the acquisition, processing and imitation of information as well as developing new ideas so as to increase student competence (Rashidov, 2020).…”

“…In a class, assignments (𝑇) can come from certain materials in books (Hendriyanto et al, 2023) . So, students need techniques (𝜏) to complete assignments(𝜏) (Nazli Akar & Övez, 2018) .…”

“…Several researchers have analyzed and compared mathematics textbooks between countries, especially mathematics textbooks. Hendriyanto et al, (2023) have analyzed and compared textbooks used in Indonesia and Singapore on set materials. Another topic studied by Charalambous et al, (2010) was the material on adding and subtracting fractions in three countries, namely Cyprus, Ireland, and Taiwan.…”

Assessing the Utilization Level of Metaverse

“…Specifically, challenges encountered during the COVID-19 pandemic, such as diminished engagement, challenges in maintaining focus, communication barriers, limited classroom involvement, and valuation difficulties, could possibly be mitigated through the integration of the metaverse. Thus, there is an urgent need to examine teachers' and educators' knowledge, attitudes, and awareness regarding the metaverse concept (Hendriyanto et al, 2024 ;Mystakidis, 2022).…”