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The treatment of addition and subtraction of fractions in Cypriot, Irish, and Taiwanese textbooks. (English)
Woo, Jeong-Ho (ed.) et al., Proceedings of the 31st annual conference of the International Group for the Psychology of Mathematics Education, PME, Seoul, Korea, July 8‒13, 2007. Vol. 1-4. Seoul: The Korea Society of Educational Studies in Mathematics. Part 2, 193-200 (2007).
Summary: In this paper, we report on an analysis of the treatment of addition and subtraction of fractions in elementary mathematics textbooks used in Cyprus, Ireland, and Taiwan. For this purpose we developed and applied a framework to investigate the learning opportunities afforded by the textbooks. We found key similarities and differences among the textbooks regarding two constructs: first, the presentation of addition and subtraction of fractions, examined through the structure, selection and sequencing of topics, as well as the worked-out examples and representations employed; and second, the textbook expectations manifested in the cognitive demands of the tasks on adding and subtracting fractions and the type of the work required from students when considering these tasks.
Classification: F43 U23 A63
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