ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS
Main Article Content
Abstract
Article Details
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
References
Brändström, A. (2005). Differentiated Tasks in Mathematics Textbooks an Analysis of the Levels of Difficulty. Dissertation, 1–97.
Fan, L, & Kaeley, G. S. (1998). Textbook use and teaching strategies: An empirical study. The American Educational Research Association (AERA) Annual Meeting, 13, p2-9 ST—Textbook use and teaching strategies: Retrieved from http://ezproxy.acu.edu.au:2099/gw1/ovidweb.cgi
Fan, Lianghuo. (2011). Textbook Research as Scientific Research : Towards a Common Ground for Research on Mathematics Textbooks (October). pp. 1–11.
Fan, Lianghuo, Mailizar, M., Alafaleq, M., & Wang, Y. (2018). A Comparative Study on the Presentation of Geometric Proof in Secondary Mathematics Textbooks in China, Indonesia, and Saudi Arabia. In Lianghuo Fan, L. Trouche, C. Qi, S. Rezat, & J. Visnovska (Eds.), Research on Mathematics Textbooks and Teachers’ Resources: Advances and Issues (pp. 53–65). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-73253-4_3
Gene, K., Zacharos, K., Lavidas, K., & Koustourakis, G. (2018). An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation. Open Journal for Educational Research, 2(1), 1–18. https://doi.org/10.32591/coas.ojer.0201.01001g
Gracin, D. G. (2018). Requirements in mathematics textbooks: a five-dimensional analysis of textbook exercises and examples. International Journal of Mathematical Education in Science and Technology, 49(7), 1003–1024. https://doi.org/10.1080/0020739X.2018.1431849
Houang, R. T., & Schmidt, W. H. (2008). TIMSS International Curriculum Analysis and Measuring Educational Opportunities. 3rd IEA International Research Conference TIMSS, 1–18. Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2008/Papers/IRC2008_Houang_Schmidt.pdf
Johansson, M. (2003). Textbooks in mathematics education: A study of textbooks as the potentially implemented curriculum. Thesis.
Lai, Y. C. (2011). Designing Information and Communication Technology Textbooks for Senior Secondary Students: A Case Study in Hong Kong. The International Journal of the Book, 8(3), 33–50. https://doi.org/10.18848/1447-9516/CGP/v08i03/36891
Lessani, A., Yunus, A. S. M., Tarmiz, R. A., & Mahmud, R. (2014). Why Singaporean 8th grade students gain highest mathematics ranking in TIMSS (1999-2011). International Education Studies, 7(11), 173–181. https://doi.org/10.5539/ies.v7n11p173
Levin, B., Connelly, G. A. M., & Lundgren, U. P. (2008). Curriculum policy and the politics of what should be learned in schools. The SAGE Handbook of Curriculum and Instruction, 7–24. https://doi.org/10.4135/9781412976572.n1
Li, Y. (2000). A Comparison of Problems That Follow Selected Content Presentations in American and Chinese Mathematics Textbooks. Journal for Research in Mathematics Education, 31(2), 234–241. https://doi.org/10.2307/749754
Mailizar, M., Alafaleq, M., & Fan, L. (2014). A historical overview of mathematics curriculum reform and development in modern Indonesia. Inovacije u Nastavi, 27(3), 58–68. https://doi.org/10.5937/inovacije1403058m
Mesa, V. (2004). Characterizing Practices Associated with Functions in Middle School Textbooks: An Empirical Approach. Educational Studies in Mathematics, 56(2), 255–286. https://doi.org/10.1023/B:EDUC.0000040409.63571.56
O’Keeffe, L., & O’Donoghue, J. (2015). a Role for Language Analysis in Mathematics Textbook Analysis. International Journal of Science and Mathematics Education, 13(3), 605–630. https://doi.org/10.1007/s10763-013-9463-3
Okeeffe, L. (2013). A Framework for Textbook Analysis. International Review of Contemporary Learning Research, 2(1), 1–13. https://doi.org/10.12785/irclr/020101
Österholm, M. (2006). Characterizing Reading Comprehension of Mathematical Texts. Educational Studies in Mathematics, 63(3), 325–346. https://doi.org/10.1007/s10649-005-9016-y
Pramesti, S. L. (2017). Analisis Materi Dan Penyajian Buku Teks Matematika Sebagai Sumber Belajar Matematika. Delta: Jurnal Ilmiah Pendidikan Matematika, 5(1), 25. https://doi.org/10.31941/delta.v5i1.386
Purnomo, M. (2015). Integrasi Kurikulum Cambridge dalam Kurikulum 2013 pada Mata Pelajaran Matematika Sekolah Menengah Pertama (Perspektif Pengembangan Prosedur). Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika UMS 2015, 246–254.
Raditya, A., Iskandar, R., & Suwarno, S. (2020). Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013. DJM, 3(2), 89–98. https://doi.org/10.24042/djm
Richards, J. C. (2001). Curriculum Development in Language Teaching. https://doi.org/10.1017/cbo9780511667220
Samson Sunday, A. (2014). Mathematics Textbook Analysis: a Study on Recommended Mathematics Textbooks in School Use in Southwestern States of Nigeria. European Scientific Journal, 1(September), 1857–7881.
Stacey, K., & Vincent, J. (2009). Modes of reasoning in explanations in Australian eighth-grade mathematics textbooks. Educational Studies in Mathematics, 72(3), 271–288. https://doi.org/10.1007/s10649-009-9193-1