A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea

Sunghwan Hwang; Sheunghyun  Yeo; Taekwon  Son

Vol. 13 No. 4 (2021) IEJEE

A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea

Sunghwan Hwang
Sheunghyun Yeo
Taekwon Son

Published April 24, 2021 | Pages: | Views: 1092

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Abstract

Developing textbooks of optimal quality is crucial for enriching the students’ learning and understanding. This study examined fraction addition and subtraction problems in the U.S. and South Korean mathematics textbooks according to the types of denominators. In particular, we investigated Everyday Mathematics (EM) and South Korean mathematics (KM) textbooks revised in 2015 and developed an analytic framework encompassing horizontal and vertical dimensions to examine the learning opportunities presented to students by the textbooks. We assessed their topic sequence and frequency of fraction addition and subtraction contents with regard to the former and examined their contextual features, cognitive demands, and mathematical activities with regard to the latter. We observed that EM provided inadequate learning opportunities for fraction subtraction problems, representation problems, and high-order cognitive abilities. However, KM provided more even learning opportunities for fraction addition and subtraction problems, various contextual features, and high and low thinking skills. Moreover, we found that EM emphasized understanding and resolving activities, whereas KM underscored exploring and explaining activities. The findings of this study suggested updating fraction addition and subtraction contents in the U.S., South Korea, and other countries by considering horizontal and vertical dimensions.

<p>Developing textbooks of optimal quality is crucial for enriching the students’ learning and understanding. This study examined fraction addition and subtraction problems in the U.S. and South Korean mathematics textbooks according to the types of denominators. In particular, we investigated Everyday Mathematics (EM) and South Korean mathematics (KM) textbooks revised in 2015 and developed an analytic framework encompassing horizontal and vertical dimensions to examine the learning opportunities presented to students by the textbooks. We assessed their topic sequence and frequency of fraction addition and subtraction contents with regard to the former and examined their contextual features, cognitive demands, and mathematical activities with regard to the latter. We observed that EM provided inadequate learning opportunities for fraction subtraction problems, representation problems, and high-order cognitive abilities. However, KM provided more even learning opportunities for fraction addition and subtraction problems, various contextual features, and high and low thinking skills. Moreover, we found that EM emphasized understanding and resolving activities, whereas KM underscored exploring and explaining activities. The findings of this study suggested updating fraction addition and subtraction contents in the U.S., South Korea, and other countries by considering horizontal and vertical dimensions.</p>

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Keywords

Textbook Analysis, Fraction Addition and Subtraction, Problem Analysis

Affiliations

Sunghwan Hwang

Seoul National University of Education

Sheunghyun Yeo

University of Alabama

Taekwon Son

Korea National University of Education

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How to Cite

Hwang, S., Yeo, S. ., & Son, T. . (2021). A Comparative Analysis of Fraction Addition and Subtraction Contents in the Mathematics Textbooks in the U.S. and South Korea. International Electronic Journal of Elementary Education, 13(4). Retrieved from https://iejee.com/index.php/IEJEE/article/view/1438

Author Biography

Sunghwan Hwang

Sunghwan Hwang is an instructor at the Seoul National University of Education. He holds a Ph.D. in mathematics education. His research predominantly focuses on the development of mathematics curriculum and the influence of socio-cultural factors on the development lifespan of elementary students and mathematics teachers. He served as an elementary school teacher in South Korea for more than ten years and has authored several national mathematics textbooks and articles

Sheunghyun Yeo

Sheunghyun Yeo is an Assistant Professor of mathematics education in the Department of Curriculum and Instruction at The University of Alabama. His research examines the development of fractional understanding through the use of dynamic technology, the impact of teacher’s expertise on student’s achievement, the enhancement of pre-service teacher’s high-leverage teaching practices, and international textbook analysis.

Taekwon Son

Taekwon Son is a Ph.D. candidate in mathematics education at the Korea National University of Education. His research focuses on the development and measurement of mathematical thinking through technology, the enhancement of teacher’s professional vision, and the analysis of the international curriculum.