Opportunity-to-learn Mathematics Offered Through Textbooks From Honduras, Indonesia, Korea, Taiwan, Türkiye, and the United States

• In Event: Transforming Mathematics Teaching: The Role of Positionality, Textbooks, and Digital Resources

Abstract

This study employs content analysis to investigate the opportunities to learn mathematics offered through textbooks from Honduras, Indonesia, Korea, Taiwan, Türkiye, and the United States. The analysis focuses on three critical variables essential for developing students’ conceptual understanding and procedural fluency: representational forms, cognitive demand levels, and contextual features. This paper presents findings from Indonesia, Korea, and Taiwan, with findings from the other countries to be shared at the AERA presentation. Specifically, Indonesian and Korean textbooks feature more problems using symbolic forms, while the Taiwanese textbook has more problems using verbal forms. Additionally, textbooks from Indonesia, Korea, and Taiwan prioritize procedural fluency, incorporating a high proportion of contextual features to create a more meaningful mathematics learning experience.

Authors

• Iwan Andi Jonri Sianturi, SUNY - College at Oswego

• Hyunjeong Lee, Indiana University

• Mariela Duarte, Indiana University

• Selim Yavuz, Indiana University