id: 06367073
dt: a
an: 2014f.00961
au: Watanabe, Tad
ti: Transformation of Japanese elementary mathematics textbooks: 1958‒2012.
so: Li, Yeping (ed.) et al., Transforming mathematics instruction. Multiple
approaches and practices. Cham: Springer (ISBN 978-3-319-04992-2/hbk;
978-3-319-04993-9/ebook). Advances in Mathematics Education, 199-215
(2014).
py: 2014
pu: Cham: Springer
la: EN
cc: U22 U23 A30 D32 D33
ut: elementary school mathematics; historical analysis; textbook analysis;
problem-solving-based instruction
ci:
li: doi:10.1007/978-3-319-04993-9_12
ab: Summary: Quality of teaching is a major factor in students’ mathematics
learning. {\it J. W. Stigler} and {\it J. Hiebert} [The teaching gap.
Best ideas from the world’s teacher for improving education in the
classroom. New York: The Free Press (1999)] showed that mathematics
teaching in Japanese schools is significantly different from what is
typically observed in US classrooms. However, Japanese mathematics
educators claim that Japanese mathematics teaching has transformed
significantly over the last 50 years. Although teaching is influenced
by a variety of factors, textbooks play a significant role in what
mathematics is taught and how it is taught. In other words, textbooks
may significantly influence students’ opportunities to learn. Thus,
six editions of a Japanese elementary school mathematics series since
1958 were analyzed to identify any change that might indicate the
transformation of mathematics instruction in Japan. The analysis
revealed that the features included in the series have changed over the
years to support more explicitly the problem-solving-based mathematics
instruction described by Stigler and Hiebert [loc. cit.].
rv: