Identifying Mathematical Literacy Demands in Turkish, Singaporean and Australian Textbooks
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 t...
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| Main Authors: | , , |
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| Format: | Book |
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Sciendo,
2023-02-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | 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 fifth-grade mathematics textbooks from Turkey, Singapore, and Australia. |
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| Item Description: | 2585-7444 10.2478/atd-2023-0008 |