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How fractions are introduced in compulsory school: A comparative study of Grade 6 textbooks in Turkey and Sweden
Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
2012 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
##### Abstract [en]

Abstract

The purpose of this study is to provide a detailed description of the way fractions are processed in Turkish and Swedish mathematics textbooks. For our investigation of textbooks, we used several theoretical notions  such us different ways of understanding fractions (part-whole, ratio, measure, quotient, decimal and operator), representations (treatment, conversion), making distinctions between routine tasks and problems, classifying contexts of examples and problems in terms of real-life situations, semi-realities, and pure mathematics, and about texts narrative and paradigmatic styles.

Through our analyses of these three textbooks, we have come to a result that shows similarities and differences among the textbooks, regarding the topics included and their sequencing, how the concept of fractions is represented in exercises and examples.

The findings are emphasized with figures, tables and diagrams that illustrate the similarities and differences between mathematics textbooks inTurkeyinSwedenas well as the textbooks’ development in Turkey.

##### Abstract [sv]

Abstrakt

Syftet med denna studie är att ge en detaljerad beskrivning av hur bråk behandlas i turkiska och svenska läroböcker för matematik. I vår undersökning, använde vi flera teoretiska begrepp såsom olika sätt att förstå bråk (del-helhet, förhållande, mått, kvot, decimaltal och operator), representationer (behandling, omvandling), att skilja på rutinuppgifter och problem, att klassificera exempel och uppgifters kontexter i termer av verkliga situationer, semi-verkligheter, och ren matematik, och om texters berättande och paradigmatiska stilar.

Genom våra analyser av dessa tre läroböcker, har vi kommit fram till ett resultat som visar både likheter och skillnader mellan dem, både vad gäller de ingående ämnena och deras sekvensering och hur begreppet bråk har representerats i övningar och exempel.

Resultaten beskrivs med bilder, tabeller och diagram som illustrerar likheter och skillnader mellan matematikläroböcker i Turkiet och Sverige och dessutom visar läroböckernas utveckling i Turkiet.

2012. , p. 60
##### Keyword [en]
mathematics, fractions, textbooks, compulsory education
##### Keyword [sv]
matematik, bråk, läroböcker
##### Keyword [tr]
Matematik, kesirler, ders kitapları, zorunlu eğitim
##### National Category
Mathematics Educational Sciences
##### Identifiers
OAI: oai:DiVA.org:lnu-16672DiVA: diva2:474473
##### Uppsok
Physics, Chemistry, Mathematics
##### Examiners
Available from: 2012-01-10 Created: 2012-01-09 Last updated: 2012-01-10Bibliographically approved

#### Open Access in DiVA

##### File information
File name FULLTEXT01.pdfFile size 4126 kBChecksum SHA-512
Type fulltextMimetype application/pdf

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YILDIRIM, Nazlı Irmak
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School of Computer Science, Physics and Mathematics
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MathematicsEducational Sciences

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Total: 568 hits

Cite
Citation style
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• vancouver
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More styles
Language
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• en-GB
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• nn-NO
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Output format
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