By Ji-Won Son, Tad Watanabe, Jane-Jane Lo
This booklet offers a different foreign comparative point of view on assorted matters and practices in arithmetic schooling among and one of the US and 5 high-performing TIMSS schooling platforms, Japan, China, Singapore, South Korea, and Taiwan. The publication bargains a number of views at the vital components that give a contribution to arithmetic educating and studying in numerous academic platforms and cultural contexts. utilizing huge scale info generated via various foreign comparative reviews, the publication analyzes and offers context for numerous methodological perspectives.
The booklet increases compelling questions and matters for arithmetic schooling researchers, resulting in a severe exam of what will be discovered from different schooling structures. Authors deal with 4 significant learn views via severely interpreting cross-national similarities and adjustments, equivalent to examine at the impact of curriculum on pupil studying; study on institutional structures of arithmetic instructor schooling; examine on enhancing instructor wisdom and pedagogical techniques; and examine utilizing large-scale facts. This number of views serves as a starting place for reviewing and examining the foreign comparative experiences brought within the book.
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Extra resources for What Matters? Research Trends in International Comparative Studies in Mathematics Education
Son and J. Diletti two Korean textbook series on the topic of fraction addition and subtraction. In particular, to characterize the reform efforts in South Korea, she compared the quality of the mathematical problems in the reformed version of the Korean textbooks to the previous version. When comparing the two Korean series, the reformed version of the Korean textbooks provided better opportunities for students to learn fraction addition and subtraction than its previous version, in terms of the depth of cognitive complexity.
Later presentation of topics than Asian series 4. Greater number of exercises than Asian series 5. Greater number of illustrations than Asian series and illustrations that relate less closely to concepts 1. Larger than Asian series 2. More pages than Asian series 3. Later presentation of topics than Asian series 4. Greater number of exercises than Asian series 5. Greater number of non-textual elements than Asian series and non-textual elements that relate less closely to concepts 1. Topics occur earlier than US standards and traditional 2.
Asian textbooks tend to be succinct in their representations of mathematical concepts. Given the results of varied representations, it may be beneficial to consider limiting the amount of variation before moving on to alternate representations. , 2014). In our collection of textbook analysis studies, many studies only looked at the intended curriculum or potentially implemented curriculum, and not the implemented curriculum. Only seven studies indicated this aspect as one of the limitations of their respective studies.