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作者 Harding, Darlene Carol
書名 A comparative study of German and American school mathematics textbooks in their approach to problem-solving
說明 197 p
附註 Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2596
Major Adviser: Gerald R. Rising
Thesis (Ph.D.)--State University of New York at Buffalo, 1995
Developing students' ability to apply mathematical knowledge and skills to problem-solving situations has become one of the recognized goals of mathematics instruction. Previous research indicates that textbooks influence what students are taught and what they learn, so an examination of the contents of school mathematics textbooks related to problem solving can provide insight into the role of problem solving in mathematics instruction. Further, a comparative investigation of the problems presented in the textbooks of two different countries can provide insight for suggested differences in the problem-solving achievement of the school children from the two countries
This study was designed to present descriptive data about problem-solving items found in mathematics textbooks being used in grades four, five, seven, and nine in the United States and Germany. Nineteen different aspects of mathematical problems are identified. Each problem in a random sample of 7340 problems in 22 textbooks was analyzed for each aspect. After the collected data were organized into tables, differences and similarities between the problems presented in the textbooks of the two countries were identified
Six of the 18 conclusions presented in the final chapter relate to differences between the problems found in the school mathematics textbooks of the two countries. There are differences in the numbers of problems presented, in the number of steps involved in solving the problems, in the number of questions or directives and in the kinds of number values presented in the problems
Twelve of the 18 conclusions relate to similarities between the problems in the textbooks of the two countries. The number of words, problem settings, problem stems, the conditions of the data, and the arithmetic operations needed for solutions are similar for the problems of both countries. It is concluded that there are more similarities than differences between the problems presented in the school mathematics textbooks of Germany and the United States
School code: 0656
Host Item Dissertation Abstracts International 56-07A
主題 Education, Mathematics
Education, Bilingual and Multicultural
0280
0282
Alt Author State University of New York at Buffalo
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