A Comparison of Math Word Problem Text Features in the U.S. and China

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 4
  In Roundtable Session: Translanguaging, Text, and the Aesthetics of Learning: Expanding the Boundaries of Disciplinary Literacies

Abstract

This study compares second-grade word problems in Chinese and U.S. mathematics textbooks to explore how text features reflect differing cultural and disciplinary codes. Drawing on Eco’s (1979) concept of codes and Iser’s (1978) implied reader, we examine three text features: visuals, problem-posing opportunities, and the structure of two-step problems. Analysis of 480 word problems reveals that Chinese textbooks embed critical information within visuals, regularly include problem-posing tasks, and clearly state both steps in two-step problems. In contrast, U.S. textbooks often expect students to generate visuals, limit problem-posing tasks, and inconsistently structure two-step problems. These findings suggest each curriculum constructs distinct implied readers, offering insight into how textbooks reflect disciplinary literacy practices and cultural expectations in mathematics education.

Authors

• Rulan Wu, Texas A&M University

• Michelle Nguyen Kwok, Texas A&M University