
06434196
a
2015c.00975
Hong, Dae S.
Choi, Kyong Mi
How is the function concept introduced in textbooks?: A comparative analysis.
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education ``Mathematics education at the edge", PME 38 held jointly with the 36th conference of PMENA, Vancouver, Canada, July 1520, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 9780864913609/set; 9780864913630/v.3). 329336 (2014).
2014
[s. l.]: International Group for the Psychology of Mathematics Education
EN
U23
I23
function concept
textbook analysis
linear functions
Summary: This study compared sections of functions and linear functions from four Korean textbooks and Core Plus Mathematics Project (CPMP). To understand differences and similarities among these textbooks, both horizontal and vertical analyses were conducted. The horizontal analysis results revealed that topics related to functions and linear functions are introduced relatively earlier in Korean textbooks than in CPMP. The vertical analysis results confirmed the findings of previous study, which can be interpreted as ``textbook signature".