Comparing Elementary Mathematics Textbooks’ Introduction of Symbols for Algebraic Unknowns in Taiwan, Singapore, and Finland

Yang Der-Ching and Tseng-Cheng Chiang
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Yang Der-Ching: Graduate Institute of Mathematics and Science Education, National Chiayi University 85, Wen Lung, Ming-Hsiung Chiayi 621, Taiwan
Tseng-Cheng Chiang: Graduate Institute of Mathematics and Science Education, National Chiayi University 85, Wen Lung, Ming-Hsiung Chiayi 621, Taiwan

Research Journal of Education, 2017, vol. 3, issue 4, 36-43

Abstract: This study applied a content analysis method to compare how the algebraic topic of using symbols for unknown quantities is presented in elementary school mathematics textbooks from Taiwan (Nani), Singapore (My Pals Are Here!), and Finland (Laskutaito). Specifically, differences in question types (purely mathematical, verbal, visual, or combined representation), contextual versus noncontextual presentation, and pedagogical content design were compared. The findings showed that (1) fewer visual representations are found in Nani compared with the other textbooks; (2) Taiwan uses more contextual problems than the other countries; and (3) the content design in Taiwan focuses on applying the equivalent axiom to solve for unknown quantities, whereas Singapore and Finland use line segments or divide concepts in geometry graphs. In addition, the Singaporean textbooks teach algebraic simplification, providing this topic earlier than the other countries and enabling students to form connections with junior high school learning. Other implications of this study are discussed, and suggestions for future research are provided.

Keywords: Algebra; Elementary school mathematics textbook; Symbols for unknowns; Taiwan; Finland; Singapore. (search for similar items in EconPapers)
Date: 2017
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