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Problem solving in mathematics textbooks
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0001-5259-2712
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 [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-27739ISBN: 978-91-7485-195-3 (print)OAI: oai:DiVA.org:mdh-27739DiVA: diva2:798306
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
List of papers
1. Problem solving in Swedish mathematics textbooks for upper secondary school
Open this publication in new window or tab >>Problem solving in Swedish mathematics textbooks for upper secondary school
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.

Keyword
mathematics textbooks, problem solving, textbook analysis, upper secondary school
National Category
Humanities Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-27748 (URN)10.1080/00313831.2015.1066427 (DOI)000385694500001 ()2-s2.0-84938633425 (Scopus ID)
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2017-12-04Bibliographically approved
2. An analytical tool for separating mathematical problems from exercises in mathematics textbooks
Open this publication in new window or tab >>An analytical tool for separating mathematical problems from exercises in mathematics textbooks
(English)Manuscript (preprint) (Other academic)
National Category
Humanities
Identifiers
urn:nbn:se:mdh:diva-27749 (URN)
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2015-11-26Bibliographically approved

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Brehmer, Daniel

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Citation style
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Output format
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