Comparing the development of the multiplication of fractions in Turkish and American textbooks

• Tugrul Kar ^[1] ; Gürsel Güler ^[2] ; Ceylan Sen ^[2] ; Ercan Özdemir ^[1]
  1. [1] Recep Tayyip Erdoğan University

     Recep Tayyip Erdoğan University

     Turquía

     
  2. [2] Bozok Universitesi

     Bozok Universitesi

     Turquía

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 2, 2018, págs. 200-226
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This study analyzed the methods used to teach the multiplication of fractions in Turkish and American textbooks. Two Turkish textbooks and two American textbooks, Everyday Mathematics(EM) and Connected Mathematics 3(CM), were analyzed. The analyses focused on the content and the nature of the mathematical problems presented in the textbooks. The findings of the study showed that the American textbooks aimed at developing conceptual understanding first and then procedural fluency, whereas the Turkish textbooks aimed at developing both concurrently. The American textbooks provided more opportunities for different computational strategies. The solutions to most problems in all textbooks required a single computational step, a numerical answer, and procedural knowledge. Furthermore, compared with the Turkish textbooks, the American textbooks contained a greater number of problems that required high-level cognitive skills such as mathematical reasoning.