International Comparison of Contextual Features, Mathematical Features, and Cognitive Demands of High School Geometry Texts

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Tasks and Textbooks for Mathematics Teaching and Learning (Table 26)

Abstract

The current study presents findings from a textbook analysis. We analyzed worked examples and practice problems within high school geometry textbooks from three countries: India, Singapore, and the United States (US). This descriptive study compares students’ learning opportunities offered by each text along three elements contextual features, mathematical features, and cognitive demands. Chi-squared analyses showed significant differences across all elements. The Indian textbook puts less emphasis on contextual featured practice problems. Also, the Singapore text had a more balanced representation of perceived difficulty in problems and worked examples. Further differences are discussed. The comparative results provided distinguishing features of the presentation of these three countries’ mathematics curricula and can inform future curriculum development and empirical human subjects research.

Authors

• Kamal Chawla, University of Maine

• Srujana Acharya, University of Delaware

• Christina Areizaga Barbieri, University of Delaware