Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013

Aji Raditya, Ratu Sarah Fauziah Iskandar, Suwarno Suwarno

Abstract


Mathematics textbooks have a significant role in mathematics teaching, and learning activities in schools and the questions contained in textbooks are usually used by students to practice independently. The purpose of this study is to analyze the types of problems in mathematics textbooks used from 2000 to 2017 in Indonesia, especially in the material of one-variable linear equations. The method used in this study is a six-dimensional analysis method, which consists of mathematical activities, the level of difficulty of the questions, the types of answers expected, contextual situations, the types of responses and the types of mathematical questions. Data collection techniques are done by analyzing and describing the types of questions in mathematics textbooks used from 2000 to 2017. The results of this study are the problems in mathematics textbooks for linear variable equations of one variable that do not have diverse types, the types of questions in textbooks are still many in the form of questions that calculate or use a variety of arithmetic operations, apply directly the basic knowledge or skills and without context in everyday life. Also, the existing questions are questions with closed answers, namely questions that only require answers without a reason and questions with a single procedure

Keywords


Questions Analysis, Mathematics Textbook Analysis, Curriculum 2013, Linear Equation of One Variable.

Full Text:

PDF

References


Brändström, A. (2005). Differentiated tasks in mathematics textbooks an analysis of the levels of difficulty [Luleå University of Technology]. In Dissertation. http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A991116&dswid=-4967

Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284

Glasnovic Gracin, D. (2018). Requirements in mathematics textbooks: a five-dimensional analysis of textbook exercises and examples. International Journal of Mathematical Education in Science and Technology, 49(7), 1003–1024. https://doi.org/10.1080/0020739X.2018.1431849

Huntley, M. A., & Terrell, M. S. (2014). One-step and multi-step linear equations: a content analysis of five textbook series. ZDM - Mathematics Education, 46(5), 751–766. https://doi.org/10.1007/s11858-014-0627-6

Kurniawan, H., Putri, R. I. I., & Hartono, Y. (2017). Developing open-ended questions for surface area and volume of beam. Journal on Mathematics Education, 9(1), 157–168. https://doi.org/10.22342/jme.9.1.4640.157-168

Li, Y. (2000). A Comparison of Problems That Follow Selected Content Presentations in American and Chinese Mathematics Textbooks. Journal for Research in Mathematics Education, 31(2), 234. https://doi.org/10.2307/749754

Love, E., & Pimm, D. (1996). ‘This is so’: a text on texts. In C. L. Alan J. Bishop, Ken Clements, Christine Keitel, Jeremy Kilpatrick (Ed.), International Handbook of Mathematics Education (Volume 4, pp. 411–434). Springer Netherlands. https://doi.org/10.1007/978-94-009-1465-0_12

Niss, M. (1993). Assessment in Mathematics Education and Its Effects: An Introduction. In M. Niss (Ed.), Investigations into Assessment in Mathematics Education (Volume 2, Vol. 2, Issue 9, pp. 1–30). Springer Netherlands. https://doi.org/10.1007/978-94-017-1974-2_1

OECD. (2016). Overview: Excellence and Equity in Education: Vol. I (pp. 33–47). https://doi.org/10.1787/9789264266490-5-en

Özgeldi, M., & Esen, Y. (2010). Analysis of mathematical tasks in Turkish elementary school mathematics textbooks. Procedia - Social and Behavioral Sciences, 2(2), 2277–2281. https://doi.org/10.1016/j.sbspro.2010.03.322

Watson, A., & Geest, E. De. (2005). Principled Teaching for Deep Progress: Improving Mathematical Learning Beyond Methods and Materials. Educational Studies in Mathematics, 58(2), 209–234. https://doi.org/10.1007/s10649-005-2756-x

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41–65. https://doi.org/10.1007/s10649-015-9595-1

Zhu, Y., & Fan, L. (2006). Focus on the Representation of Problem Types in Intended Curriculum: A Comparison of Selected Mathematics Textbooks from Mainland China and the United States. International Journal of Science and Mathematics Education, 4(4), 609–626. https://doi.org/10.1007/s10763-006-9036-9




DOI: http://dx.doi.org/10.24042/djm.v3i2.5973

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Desimal: Jurnal Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

  Creative Commons License
Desimal: Jurnal Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.