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http://dx.doi.org/10.7468/mathedu.2021.60.4.431

Analysis of problem solving competency and types of tasks in elementary mathematics textbooks: Challenging/Thinking and inquiry mathematics in the domain of number and operation  

Yeo, Sheunghyun (University of Alabama)
Suh, Heejoo (Sungkyunkwan University)
Han, Sunyoung (Sungkyunkwan University)
Kim, Jinho (Daegu National University of Education)
Publication Information
The Mathematical Education / v.60, no.4, 2021 , pp. 431-449 More about this Journal
Abstract
Elementary mathematics textbooks present contents for enhancing problem solving competency. Still, teachers find teaching problem solving to be challenging. To understand the supports textbooks are suggesting, this study examined tasks from the challenging/thinking and inquiry mathematics. We analyzed 288 mathematical activities based on an analytic framework from the 2015 revised mathematics curriculum. Then, we employed latent class analysis to classify 83 mathematical tasks as a new approach to categorize tasks. As a result, execution of the problem solving process was emphasized across grade levels but understanding of problems was varied by grade levels. In addition, higher grade levels had more opportunities to be engaged in collaborative problem solving and problem posing. We identified three task profiles: 'execution focus', 'collaborative-solution focus', 'multifaceted-solution focus'. In Grade 3, about 80% of tasks were categorized as the execution profile. The multifaceted-solution was about 40% in the thinking/challenging mathematics and the execution profile was about 70% in Inquiry mathematics. The implications for developing mathematics textbooks and designing mathematical tasks are discussed.
Keywords
problem solving; curriculum materials; latent class analysis; elementary; competency;
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