Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks

[EN] The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among these variables, the design of mathematics textbooks is thought to partially explain why students from highachieving countries show better...

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Detalles Bibliográficos
Autores: Vicente Martín, Santiago, Verschaffel, Lieven, Sánchez Fernández, María del Rosario, Múñez Méndez, David
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/150977
Acceso en línea:http://hdl.handle.net/10366/150977
Access Level:acceso abierto
Palabra clave:Math textbooks
Primary education
Teaching mathematics
Word problem solving
Illustrations
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
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spelling Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooksVicente Martín, SantiagoVerschaffel, LievenSánchez Fernández, María del RosarioMúñez Méndez, DavidMath textbooksPrimary educationTeaching mathematicsWord problem solvingIllustrations6102.01 Psicología Evolutiva6102.04 Psicología Escolar[EN] The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among these variables, the design of mathematics textbooks is thought to partially explain why students from highachieving countries show better problem-solving ability in international assessments. In the current study, we delved into this question and compared the frequency and characteristics of arithmetic word problems (AWPs) contained in primary school math textbooks in two countries with diferent levels of performance in international assessments—Singapore and Spain. In our analyses, we focused on (1) the quantity of arithmetic word problems, (2) the variety of problems in terms of their additive or multiplicative structures and semantic-mathematical substructures, and (3) the quantity and nature of illustrations that were presented together with arithmetic word problems. Although a larger proportion of AWP activities was found in Singaporean textbooks, the results showed a similar variety of AWPs in both Singaporean and Spanish math textbooks. Furthermore, in both countries, math textbooks emphasized the structures classifed as (additive) combine 1 and (multiplication) simple rate in AWPs. Notably, the Singaporean textbook contained a larger percentage of illustrations that refected the semantic-mathematical structures of the problems and helped students learn how to solve AWPs (e.g., bar models). The fndings are discussed in light of theories that posit that textbooks constitute a fundamental part of the teaching–learning process in the classroom.Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE.Springer202220222022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://hdl.handle.net/10366/150977reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)InglésAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1509772026-06-07T06:28:51Z
dc.title.none.fl_str_mv Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
title Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
spellingShingle Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
Vicente Martín, Santiago
Math textbooks
Primary education
Teaching mathematics
Word problem solving
Illustrations
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
title_short Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
title_full Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
title_fullStr Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
title_full_unstemmed Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
title_sort Arithmetic word problem solving. Analysis of Singaporean and Spanish textbooks
dc.creator.none.fl_str_mv Vicente Martín, Santiago
Verschaffel, Lieven
Sánchez Fernández, María del Rosario
Múñez Méndez, David
author Vicente Martín, Santiago
author_facet Vicente Martín, Santiago
Verschaffel, Lieven
Sánchez Fernández, María del Rosario
Múñez Méndez, David
author_role author
author2 Verschaffel, Lieven
Sánchez Fernández, María del Rosario
Múñez Méndez, David
author2_role author
author
author
dc.subject.none.fl_str_mv Math textbooks
Primary education
Teaching mathematics
Word problem solving
Illustrations
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
topic Math textbooks
Primary education
Teaching mathematics
Word problem solving
Illustrations
6102.01 Psicología Evolutiva
6102.04 Psicología Escolar
description [EN] The success or failure of education systems in promoting student problem-solving skills depends on attitudinal, political, and pedagogical variables. Among these variables, the design of mathematics textbooks is thought to partially explain why students from highachieving countries show better problem-solving ability in international assessments. In the current study, we delved into this question and compared the frequency and characteristics of arithmetic word problems (AWPs) contained in primary school math textbooks in two countries with diferent levels of performance in international assessments—Singapore and Spain. In our analyses, we focused on (1) the quantity of arithmetic word problems, (2) the variety of problems in terms of their additive or multiplicative structures and semantic-mathematical substructures, and (3) the quantity and nature of illustrations that were presented together with arithmetic word problems. Although a larger proportion of AWP activities was found in Singaporean textbooks, the results showed a similar variety of AWPs in both Singaporean and Spanish math textbooks. Furthermore, in both countries, math textbooks emphasized the structures classifed as (additive) combine 1 and (multiplication) simple rate in AWPs. Notably, the Singaporean textbook contained a larger percentage of illustrations that refected the semantic-mathematical structures of the problems and helped students learn how to solve AWPs (e.g., bar models). The fndings are discussed in light of theories that posit that textbooks constitute a fundamental part of the teaching–learning process in the classroom.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/150977
url http://hdl.handle.net/10366/150977
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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