Identifying Mathematical Literacy Demands in Turkish, Singaporean and Australian Textbooks
Yazarlar (3)
Semahat İncikabı Sinop Üniversitesi, Türkiye
Doç. Dr. Musa SADAK Kastamonu Üniversitesi, Türkiye
Prof. Dr. Lütfi İNCİKABI Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | Acta Educationis Generalis | ||
| Dergi ISSN | 2585-7444 | ||
| Dergi Tarandığı Indeksler | ERIC | ||
| Makale Dili | İngilizce | Basım Tarihi | 02-2023 |
| Cilt / Sayı / Sayfa | 13 / 1 / 147–169 | DOI | 10.2478/atd-2023-0008 |
| Makale Linki | http://dx.doi.org/10.2478/atd-2023-0008 | ||
| Özet |
| Introduction Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifthgrade mathematics textbooks from Turkey, Singapore, and Australia. Methods Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands. Results Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 11 |