Justifications and Explanations in Israeli 7th Grade Math Textbooks

Autor/inn/en	Dolev, Sarit; Even, Ruhama
Titel	Justifications and Explanations in Israeli 7th Grade Math Textbooks
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 2, S.309-327 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9488-7
Schlagwörter	Foreign Countries; Textbook Content; Textbook Evaluation; Textbook Research; Mathematics Education; Grade 7; Mathematical Logic; Problem Solving; Algebra; Equations (Mathematics); Geometry; Mathematics Activities; Task Analysis; Incidence; Research Methodology; Correlation; Content Analysis; Israel + Suchen Sie Ihr Suchwort? Ausland; Lehrbuchtext; Schulbuchforschung; Mathematische Bildung; School year 07; 7. Schuljahr; Schuljahr 07; Mathematical logics; Mathematische Logik; Problemlösen; Equations; Mathematics; Gleichungslehre; Geometrie; Aufgabenanalyse; Vorkommen; Research method; Forschungsmethode; Korrelation; Inhaltsanalyse
Abstract	This study analyzes six seventh grade Israeli mathematics textbooks, examining (1) the extent to which students are required to justify and explain their mathematical work, and (2) whether students are asked to justify a mathematical claim that is stated by the textbook or a mathematical claim that they themselves generated when solving a problem. Two different units of analysis were used to analyze two central topics in the seventh grade curriculum as follows: (1) equation solving in algebra and (2) triangle properties in geometry. The findings indicate that all six textbooks had considerably larger percentages of geometric tasks than algebraic tasks, which required students to justify or explain their mathematical work. Moreover, considerable differences were found among the six textbooks regarding the percentages of tasks that required students to justify and explain in both topics, but more so with the algebraic topic. Analysis of whether the textbook tasks required students to justify a mathematical claim that is stated by the textbook or a mathematical claim that the students themselves generated also revealed substantial differences among the textbooks. These findings are discussed, as well as the research methods used, in light of relevant literature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01