id: 06434204
dt: a
an: 2015c.00971
au: Jiang, Chunlian; Cai, Jinfa
ti: An analysis of mathematical problem-posing tasks in Chinese and US reform
textbooks.
so: 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 PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
3. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-363-0/v.3). 393-400
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: U20 D50
ut: textbook analysis; problem posing
ci:
li:
ab: Summary: This study analyzed the problem-posing tasks in Chinese and U.S.
elementary mathematics textbooks. Significant differences were found
between the Chinese and U.S. textbooks in the presentation of problem
posing activities. By analyzing problem posing in textbooks, we gain
insight into how reform ideas are reflected in the mathematics
curriculum. With respect to problem posing itself, it would appear that
the curriculum reform has moved problem-posing tasks into greater
prominence, but great effort is needed to make problem posing a reality
in both curriculum and instruction. In fact, our analysis shows that
even in these reform textbooks, the proportion of problem posing tasks
is very small.
rv: