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How Do Textbooks Incorporate Mathematical Problem Posing? An International Comparative Study
Jinfa Cai1; Chunlian Jiang2; Stephen Hwang1; Bikai Nie1; Dianshun Hu3
2016-04
Source PublicationPosing and Solving Mathematical Problems
Author of SourcePatricio Felmer; Erkki Pehkonen; Jeremy Kilpatrick
Publication PlaceSwitzerland
PublisherSpringer International Publishing
Pages3-22
Abstract

This study examines how standards-based mathematics textbooks used in China and the United States implement problem-posing tasks. We analyzed the problem-posing tasks in two US standards-based mathematics textbook series, Everyday Mathematics and Investigations in Number , Data , and Space , and two Chinese standards-based mathematics textbook series, both titled Shuxue (Mathematics), published by People’s Education Press and Beijing Normal University. All four textbook series included a very small proportion of problem- posing tasks. Among the four series of textbooks, the majority of the problem- posing tasks were in the content strand of number and operations, with a few in other content strands. Signifi cant differences were found between the Chinese and US textbook series as well as between the two textbook series used in each country. Implications for the inclusion of mathematical problem-posing tasks in elementary mathematics textbooks are discussed.

KeywordProblem-posing Tasks Curriculum Textbooks Mathematics Education Reform Comparative Studies China United States
Language英語English
ISBN9783319280219
Fulltext Access
Document TypeBook chapter
CollectionFaculty of Education
Affiliation1.University of Delaware
2.University of Macau
3.Central China Normal University
Recommended Citation
GB/T 7714
Jinfa Cai,Chunlian Jiang,Stephen Hwang,et al. How Do Textbooks Incorporate Mathematical Problem Posing? An International Comparative Study. Switzerland:Springer International Publishing,2016:3-22.
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