Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013
Abstract
Keywords
Full Text:
PDFReferences
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
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Desimal: Jurnal Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.