Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division.

Autor/inn/en	Li, Yeping; Chen, Xi; An, Song
Titel	Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division.
Quelle	In: ZDM : mathematics education, 41 (2009) 6, S. 809-826 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-009-0177-5
Schlagwörter	Curriculum; Lehrbuch; Lehrwerkanalyse; Bruchrechnung; Mathematikunterricht; Internationaler Vergleich
Abstract	In this study, selected Chinese, Japanese and US mathematics textbooks were examined in terms of their ways of conceptualizing and organizing content for the teaching and learning of fraction division. Three Chinese mathematics textbook series, three Japanese textbook series, and four US textbook series were selected and examined to locate the content instruction of fraction division. Textbook organization of fraction division and other content topics were described. Further analyses were then conducted to specify how the content topic of fraction division was conceptualized and introduced. Specific attention was also given to the textbooks' uses of content constructs including examples, representations, and exercise problems in order to show their approaches for the teaching and learning of fraction division. The results provide a glimpse of the metaphors of mathematics teaching and learning that have been employed in Chinese, Japanese, and US textbooks. In particular, the results from the textbook analyses demonstrate how conceptual underpinnings were developed while targeting procedures and operations. Implications of the study are then discussed.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2