Towards coherent structure of mathematics course books: Analysis of course books according to structural blocks of TIMSS research

Jelic, S Mila; Djokic, J Olivera

doi:10.5937/inovacije1701067j

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…(Trebješanin, 2001а). Оба наведена психолошка конструкта инкорпорирана су у уџбеник математике кроз различите структурне компоненте (Jelić & Đokić, 2017;Trebješanin, 2016).…”

Section: мотивација за учење и метакогнитивно вођење у уџбеницима мат...unclassified

Functions of structural components in textbooks mathematics motivation for learning and metacognitive guidance

Jelić

2020

Metodička praksa

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Mathematics textbooks have a long history while the study of mathematics textbooks has been developing. The aim of this paper is an overview of the general theoretical and methodological frames of mathematics textbook research. From a theoretical perspective, the sociocultural theory of development and education has gained attention in mathematics textbook research and in that theory textbooks are seen as a cultural-supportive tool. The focus is put on the concretization of cultural-supportive tools in mathematics textbooks through structural components with the function of learning motivation and metacognitive scaffolding. From the methodological aspect, the majority of textbook research refers to analysis, for that purpose, a protocol for monitoring the functions of structural components is proposed. On the other hand, there are fewer studies about textbook use by students, for that purpose, keeping a diary, interviews and observations are recommended. It is concluded that psychological constructs such as learning motivation and metacognitive scaffolding should be included in mathematics textbooks as support for self-regulation learning and problem-solving methods of teaching. These constructs are providing opportunities for holistic mathematics textbook research, from the perspective of textbook analysis and textbook use, which is recommended for future research.

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Section: мотивација за учење и метакогнитивно вођење у уџбеницима мат...unclassified

Functions of structural components in textbooks mathematics motivation for learning and metacognitive guidance

Jelić

2020

Metodička praksa

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“…Students can learn the subjects anywhere, not only in school and without teachers teaching them. The intended curriculum and the implemented curriculum are bridged by textbooks, it helps teachers for planning lessons in the class (Jelić & Đokić, 2017;Reyhani & Izadi, 2018). TIMSS has a result that when teachers select their teaching method they use mathematics textbooks as their main resource especially for tasks and practice exercises (Gracin, 2018;Yang, 2017).…”

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Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

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Wahidin

2020

EJRPM

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Abstract. This study aims to determine the suitability of mathematics textbooks for eighth-grade with Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. This research uses a qualitative research method with a descriptive approach and content analysis techniques. The data of this research are the eighth-grade mathematics textbook. In the textbook analysis, the researcher used three textbooks, namely Penerbit Erlangga, Yudhistira, and the Ministry of Education and Culture (Kemendikbud). The analysis carried out was the analysis of the content domain and knowledge domain based on the TIMSS 2019 Mathematics Framework. The content domain contains numbers, algebra, geometry, and data, and probability. While the knowledge domain contains aspects of understanding, application, and reasoning. In the Penerbit Erlangga book, there are only 2 out of 4 pieces of content contained in TIMSS, while the cognitive domain is 2 out of 3 aspects. Yudhistira book 2 of 4 content contained in TIMSS, while the cognitive domain is 1 of 3 aspects. Kemendikbud’s book is 1 of 4 content domains in TIMSS, while the cognitive domain is 1 of 3 aspects. Therefore the three eighth-grade mathematics textbooks as a whole are still not suitable for the TIMSS 2019 Mathematics Framework. Abstrak. Penelitian ini bertujuan menentukan kecocokan buku ajar matematika kelas VIII dengan Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif dan teknik analisis isi. Data yang dianalisis adalah buku ajar matematika kelas VIII. Dalam analisis buku ajar, peneliti menggunakan tiga buku ajar yaitu terbitan Erlangga, Yudhistira, dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Analisis dilakukan terhadap content domain dan knowledge domain berdasarkan TIMSS 2019 Mathematics Framework. Content domain terdiri dari bilangan, aljabar, geometri, dan data dan peluang. Sedangkan knowledge domain terdiri dari aspek pemahaman, penerapan dan penalaran. Dalam buku Erlangga, terdapat dua dari 4 content domain, sedangkan cognitive domain hanya 2 dari 3 aspek. Buku Yudhistira memuat 2 dari 4 content domain dan hnaya 1 dari 3 aspek cognitive domain. Pada buku Kemendikbud hanya terdapat 1 dari 4 content domain dan hanya 1 dari 3 aspek cognitive domain. Jadi, tiga buku ajar matematika kelas VIII tersebut secara keseluruhan belum sesuai dengan TIMSS 2019 Mathematics Framework.

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Towards coherent structure of mathematics course books: Analysis of course books according to structural blocks of TIMSS research

Cited by 2 publications

References 9 publications

Functions of structural components in textbooks mathematics motivation for learning and metacognitive guidance

Functions of structural components in textbooks mathematics motivation for learning and metacognitive guidance

Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

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