How Do Mathematics Textbooks Balance Cognitive Levels of Problems on Fractions?

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Abstract

This study examined the differences in fraction problems' cognitive requirement (PCR) from three series of mathematics textbooks in California, Singapore, and Shanghai by analyzing a conceptual linear PCR model which includes problem responses, operation, reasoning, representation, and connection. Results show that these textbooks have different emphases. California textbooks emphasize the problem operation and reasoning. Shanghai textbooks emphasize the example problems' connection and representation. Singapore textbooks emphasize the problems' reasoning and response.

Authors

• Ke Wang, Nicholls State University

• Yeping Li, Texas A&M University - College Station

• Michael Rugh, Texas A&M University - College Station