
05949856
j
2011f.00850
Charalambous, Charalambos Y.
Delaney, Sean
Hsu, HuiYu
Mesa, Vilma
A comparative analysis of the addition and subtraction of fractions in textbooks from three countries.
Math. Think. Learn. 12, No. 2, 117151 (2010).
2010
Taylor \& Francis (Routledge), Philadelphia, PA
EN
U22
U23
textbooks
comparative analysis
subtraction
arithmetic
comparative education
textbook research
textbook evaluation
elementary school mathematics
educational practices
teaching methods
content analysis
evaluation criteria
textbook standards
doi:10.1080/10986060903460070
http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/10986060903460070
Summary: In this paper, we report on a comparison of the treatment of addition and subtraction of fractions in primary mathematics textbooks used in Cyprus, Ireland, and Taiwan. To this end, we use a framework specifically developed to investigate the learning opportunities afforded by the textbooks, particularly with respect to the "presentation" of the content and the textbook "expectations" as manifested in the associated tasks. We found several similarities and differences among the textbooks regarding the topics included and their sequencing, the constructs of fractions, the worked examples, the cognitive demands of the tasks, and the types of responses required of students. The findings emphasized the need to examine textbooks in order to understand differences in instruction and achievement across countries. Indeed, we postulate that within a given country there may exist a recognizable "textbook signature." We also draw on the results and the challenges inherent in our analysis to provide suggestions and directions for future textbook analysis studies.