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http://dx.doi.org/10.7468/jksmec.2018.21.2.111

A Comparative analysis on the Fraction Contents of Korean, Japanese, Singaporean, American, and Finnish Mathematics Textbooks  

Lee, Dae Hyun (Department of Mathematics Education, Gwangju National University of Education)
Publication Information
Education of Primary School Mathematics / v.21, no.2, 2018 , pp. 111-130 More about this Journal
Abstract
In this study, I compared and analyzed the contents of Korean, Japanese, Singapore, American, and Finnish textbooks about fraction which is one of the important and difficult concepts in elementary school mathematics. This is aimed to get the implications for meaningful fractional teaching and learning by analyzing the advantages and disadvantages of the methods and time of introducing the concept because fraction has the diversity of the sub-concepts and the introducing methods or process. As a result of the analysis, the fraction was introduced as part-whole(area) in all five countries' textbooks, but the use of number line, conversion between improper fraction and mixed number, whether to deal with part-whole(set) model. Furthermore, there are differences in the methods in obtaining of the equivalent fraction and the order of arrangement in comparison of fraction. Through this analysis, we discussed the reconsideration of the introducing contexts of fractions, the use of number line when introducing fractions, and the problem of segmentation and classification of contents.
Keywords
fraction; sub-concepts; foreign textbook; mathematics textbook;
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