A Comparative Textbook Analysis on Measures of Center in Selected School Mathematics Textbooks of Australia and Turkey

Autor/in	Kus, Mehtap
Titel	A Comparative Textbook Analysis on Measures of Center in Selected School Mathematics Textbooks of Australia and Turkey
Quelle	In: International Journal for Mathematics Teaching and Learning, 23 (2022) 2, S.144-173 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Foreign Countries; Textbook Content; Mathematics Education; Mathematical Concepts; Measurement; Cultural Differences; Middle Schools; Context Effect; Visual Aids; Educational Technology; Turkey; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrbuchtext; Mathematische Bildung; Messverfahren; Kultureller Unterschied; Middle school; Mittelschule; Mittelstufenschule; Anschauungsmaterial; Unterrichtsmedien; Türkei; Australien
Abstract	Measures of center have a central role in statistics education. There, however, is not much research on textbook analysis on measures of center, especially at the international level, which is crucial to keep up with the changes in a data-driven globalised world. This study aimed to investigate how selected school mathematics textbooks of Australia and Turkey present the concepts of measures of center to support students' learning. The content analysis was based on three dimensions: (1) the organization and sequence of the concepts of measures of center across grades, (2) conceptualization of measures of center from mathematical and statistical aspects, and (3) the use of context, visual displays, and technological tools regarding measures of center. The first major finding was that the order of presentation of concepts was different in the two countries' selected textbooks. Selected textbooks of both countries introduced measures of center formally rather than starting with an understanding of clump notion (informal understanding of measures of center). The second major finding was that both countries' textbooks focus more on the mathematical aspect of measures of center. Selected Australian textbooks also focus more on the statistical aspect of measures of center than those of Turkey. The third major finding was that the use of context, visual displays, and technological tools also differ. Australian textbooks often used a context with research scenarios about daily life, used a technological package, and related measures of center with a variety of graphs. Findings contribute to our understanding of the differences among countries with different backgrounds in statistics education, pointing to the ways of developing curriculum materials such as textbooks. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01