scholarly journals Sissies, Sportsmen and Moms Standing over Stoves. Gender aspect of readers and mathematics textbooks for primary education in Slovakia

2018 ◽  
Vol 16 (25) ◽  
pp. 243 ◽  
Author(s):  
Róbert Osaďan ◽  
Mária Belešová ◽  
Lenka Szentesiová
Keyword(s):  
Primary Education ◽  
Mathematics Textbooks ◽  
And Mathematics ◽  
Gender Aspect

scholarly journals Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2123
Author(s):  
Raúl Tárraga-Mínguez ◽  
Julio Tarín-Ibáñez ◽  
Irene Lacruz-Pérez
Keyword(s):  
Primary Education ◽  
Word Problems ◽  
Educational Institution ◽  
Educational Practice ◽  
Low Complexity ◽  
Semantic Structure ◽  
Mathematics Textbooks ◽  
Situational Contexts ◽  
Official Curriculum ◽  
Teaching Learning

A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving.

scholarly journals Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽  
2021 ◽  
pp. 1945-1954
Author(s):  
Benidiktus Tanujaya ◽  
Rully Charitas Indra Prahmana ◽  
Jeinne Mumu
Keyword(s):  
Active Learning ◽  
Literature Review ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematics Textbooks ◽  
Mathematics Students ◽  
Classroom Activities ◽  
And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

scholarly journals INTEGRATION BETWEEN MOTHER TONGUE AND MATHEMATICS IN PRIMARY EDUCATION.

2019 ◽  
Vol 77 (09) ◽  
pp. 310-312
Author(s):  
Nargiza Raximjonovna G’oyibnazarova ◽  
Keyword(s):  
Primary Education ◽  
Mother Tongue ◽  
And Mathematics

Sexual Stereotyping in Mathematics: Beyond Text books

1979 ◽  
Vol 26 (8) ◽  
pp. 25-26
Author(s):  
Laurie Hart Reyes
Keyword(s):  
High School ◽  
Elementary Mathematics ◽  
Sex Role ◽  
Mathematics Learning ◽  
The Other ◽  
Mathematics Textbooks ◽  
Sex Role Stereotyping ◽  
And Mathematics ◽  
Sexual Stereotyping ◽  
Area Of Study

The May 1977 issue of the Arithmetic Teacher included three articles that discussed some of the issues involved in the problem of sex-role stereotyping and mathematics learning. Fennema and Sherman reviewed and analyzed the sex-related differences in mathematics learning and studying that have been found in research. They hypothesized that many females elect not to take mathematics in high school and college because mathematics is perceived as a male area of study and therefore inappropriate for females. The other two articles—one by Kepner and Koehn, the other by Kuhnke—examined the extent of sex-role stereotyping in elementary mathematics textbooks. In the latter two articles there was a sense that (a) things are changing on their own so we have nothing more to do and (b) once sex-role stereotyping is removed from elementary mathematics texts we will have provided equity for females in the study of mathematics.

Experimental Programs: Textbook difficulty and mathematics achievement in junior high school

1965 ◽  
Vol 58 (8) ◽  
pp. 724-729
Author(s):  
L. Doyal Nelson
Keyword(s):  
Mathematics Achievement ◽  
Junior High School ◽  
School Mathematics ◽  
Mathematics Textbooks ◽  
Considerable Time ◽  
Text Book ◽  
Mathematical Ideas ◽  
Content Organization ◽  
And Mathematics

The importance of the role of the text-book in determining the content, organization, and mode of presentation of school mathematics can hardly be overemphasized. In recent years various groups and individuals have devoted considerable time and effort to the production of school mathematics textbooks with content strikingly different from that found in traditional textbooks. Probably more striking are the changes which have occurred in the methods of organizing and presenting the material. These changes have generated increased interest in the question of whether there is any one method of presenting mathematical ideas which is superior to all others in promoting maximum learning efficiency on the part of students.

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