Year: 2024
Type: article
Abstract: This study compared the algebra content of middle school mathematics textbooks from Finland, the United States, Singapore, China, Taiwan, and Nepal. Content analysis was employed to investigate five aspects of the algebra problems: the total number of algebra problems, representational forms, contextualization, response types, and cognitive demand. The results revealed that the six mathematics textbook series differed in all five aspects, indicating uneven opportunities to learn middle school algebra across countries. The insights gained can be valuable in designing mathematics textbooks and curricular materials. We provide recommendations for stakeholders and curriculum developers based on the results.
Authors: Der-Ching Yanga, Deepak Basyal
Institutions: National Chiayi University, Coastal Carolina University
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4406307944