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http://dx.doi.org/10.7468/jksmec.2022.25.4.297

An Analysis of the Word Problem in Elementary Mathematics Textbook from a Practical Contextual Perspective  

Kang, Yunji (Seoul Hongyeon Elementary School)
Publication Information
Education of Primary School Mathematics / v.25, no.4, 2022 , pp. 297-312 More about this Journal
Abstract
Word problems can lead learners to more meaningfully learn mathematics by providing learners with various problem-solving experiences and guiding them to apply mathematical knowledge to the context. This study attempted to provide implications for the textbook writing and teaching and learning process by examining the word problem of elementary mathematics textbooks from the perspective of practical context. The word problem of elementary mathematics textbooks was examined, and elementary mathematics textbooks in the United States and Finland were referenced to find specific alternatives. As a result, when setting an unnatural context or subject to the word problem in elementary mathematics textbooks, artificial numbers were inserted or verbal expressions and illustrations were presented unclearly. In this case, it may be difficult for learners to recognize the context of the word problem as separate from real life or to solve the problem by understanding the content required by the word problem. In the future, it is necessary to organize various types of word problems in practical contexts, such as setting up situations in consideration of learners in textbooks, actively using illustrations and diagrams, and organizing verbal expressions and illustrations more clearly.
Keywords
word problems; textbooks; authenticity; practicality; real life; context;
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