Comparison of Turkish and American Seventh Grade Mathematics Textbooks in Terms of Addition and Subtraction Operations with Integers

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Kar T., IŞIK C.

EGITIM VE BILIM-EDUCATION AND SCIENCE, cilt.40, sa.177, ss.75-92, 2015 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 177
  • Basım Tarihi: 2015
  • Doi Numarası: 10.15390/eb.2015.2897
  • Dergi Adı: EGITIM VE BILIM-EDUCATION AND SCIENCE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.75-92
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Hayır

Özet

This study analyzes how addition and subtraction with integers are presented in Turkish and American mathematics textbooks. Analyses focus on how the concepts are given as well as the nature of the presented mathematical problems. It was found that both the Turkish and the American textbooks emphasized the relationships among different representations in teaching addition and subtraction with integers. It was found that the coordination among visual representation, verbal explanations and mathematical sentences was constructed in a more organized manner in the textbook named Connected Mathematics 2. It was found that operational skill oriented problems were proportionately featured more in the Turkish textbooks whereas the problems requiring high-level cognitive skills such as mathematical reasoning and problem posing were featured more in the American textbooks.