NAGIOS: RODERIC FUNCIONANDO
Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain
Repositori DSpace/Manakin
- Inici
- Investigació
- e-prints
- 58 - Pedagogia
- Visualitza element
IMPORTANT: Aquest repositori està en una versió antiga des del 3/12/2023. La nova instal.lació está en https://roderic.uv.es/
Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain
Mostra el registre parcial de l'element
| dc.contributor.author | Tárraga Mínguez, Raúl | |
| dc.contributor.author | Tarín Ibáñez, Julio | |
| dc.contributor.author | Lacruz Pérez, Irene | |
| dc.date.accessioned | 2021-09-13T07:22:52Z | |
| dc.date.available | 2021-09-13T07:22:52Z | |
| dc.date.issued | 2021 | |
| dc.identifier.citation | Tárraga Mínguez, Raúl Tarín Ibáñez, Julio Lacruz Pérez, Irene 2021 Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain Mathematics 9 1 19 | |
| dc.identifier.uri | https://hdl.handle.net/10550/80294 | |
| dc.description.abstract | A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are characterized by low complexity and variability regarding their semantic structure. They are also characterized by a limited degree of challenge and by being presented in highly standardized situational contexts. Likewise, it is found that there is no evolution in the treatment of these problems with respect to previous studies carried out in the Spanish context. Therefore, it is concluded that the mathematics textbooks currently used in schools are not effective tools to address the process of teaching-learning problem solving. | |
| dc.language.iso | eng | |
| dc.relation.ispartof | Mathematics, 2021, vol. 9, p. 1-19 | |
| dc.subject | Ensenyament primari | |
| dc.title | Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain | |
| dc.type | journal article | es_ES |
| dc.date.updated | 2021-09-13T07:22:52Z | |
| dc.identifier.doi | 10.3390/math9172123 | |
| dc.identifier.idgrec | 147823 | |
| dc.rights.accessRights | open access | es_ES |
Visualització
(384.5Kb)
Aquest element apareix en la col·lecció o col·leccions següent(s)
-
58 - Pedagogia [3077]