
06434204
a
2015c.00971
Jiang, Chunlian
Cai, Jinfa
An analysis of mathematical problemposing tasks in Chinese and US reform textbooks.
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). 393400 (2014).
2014
[s. l.]: International Group for the Psychology of Mathematics Education
EN
U20
D50
textbook analysis
problem posing
Summary: This study analyzed the problemposing 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 problemposing 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.