id: 06675734
dt: a
an:
au: Cai, Jinfa; Jiang, Chunlian; Hwang, Stephen; Nie, Bikai; Hu, Dianshun
ti: How do textbooks incorporate mathematical problem posing? An international
comparative study.
so: Felmer, Patricio (ed.) et al., Posing and solving mathematical problems.
Advances and new perspectives. Cham: Springer (ISBN
978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in
Mathematics Education, 3-22 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: D50 D30 U20
ut: problem-posing tasks; curriculum; textbooks; mathematics education reform;
comparative studies; China; United States
ci:
li: doi:10.1007/978-3-319-28023-3_1
ab: Summary: This study examines how standards-based mathematics textbooks used
in China and the United States implement problem-posing tasks. We
analyzed the problem-posing tasks in two US standards-based mathematics
textbook series, Everyday Mathematics and Investigations in Number,
Data, and Space, and two Chinese standards-based mathematics textbook
series, both titled Shuxue (Mathematics), published by People’s
Education Press and Beijing Normal University. All four textbook series
included a very small proportion of problem-posing tasks. Among the
four series of textbooks, the majority of the problem-posing tasks were
in the content strand of number and operations, with a few in other
content strands. Significant differences were found between the Chinese
and US textbook series as well as between the two textbook series used
in each country. Implications for the inclusion of mathematical
problem-posing tasks in elementary mathematics textbooks are discussed.
rv: