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Problem solving in Swedish mathematics textbooks for upper secondary school
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-5259-2712
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0002-3329-0177
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
2016 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 60, no 6, 577-593 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to analyse how mathematical problem solving is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering (a) the quantity of tasks that are actually mathematical problems, (b) their location in the chapter, (c) their difficulty level, and (d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as mathematical problems, and that those that are mathematical problems are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

Place, publisher, year, edition, pages
2016. Vol. 60, no 6, 577-593 p.
Keyword [en]
mathematics textbooks, problem solving, textbook analysis, upper secondary school
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-27748DOI: 10.1080/00313831.2015.1066427ISI: 000385694500001Scopus ID: 2-s2.0-84938633425OAI: oai:DiVA.org:mdh-27748DiVA: diva2:798526
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2017-12-04Bibliographically approved
In thesis
1. Problem solving in mathematics textbooks
Open this publication in new window or tab >>Problem solving in mathematics textbooks
2015 (English)Licentiate thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this study is to analyse how mathematical problem solving (MPS) is represented in mathematical textbooks for Swedish upper secondary school. The analysis comprises dominating Swedish textbook series, and relates to uncovering a) the quantity of tasks that are actually mathematical problems (MPs), b) their location in the chapter, c) their difficulty level, and d) their context. Based on an analysis of 5,722 tasks from the area of calculus, it is concluded that the textbooks themselves contain very few tasks that can be defined as MPs, and that those that are MPs are found at the end of a chapter at the most difficult level, and are presented in a pure mathematical context. Implications are discussed.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2015
Series
Mälardalen University Press Licentiate Theses, ISSN 1651-9256 ; 198
Series
Mälardalen Studies in Educational Sciences, 18
Keyword
mathematics textbooks, problem solving, textbook analysis, upper secondary school
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-27739 (URN)978-91-7485-195-3 (ISBN)
Presentation
2015-06-01, Delta, Mälardalens högskola, Västerås, 13:15
Opponent
Supervisors
Available from: 2015-03-27 Created: 2015-03-26 Last updated: 2015-11-26Bibliographically approved

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Publisher's full textScopushttp://dx.doi.org/10.1080/00313831.2015.1066427

Authority records BETA

Brehmer, DanielRyve, Andreas

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