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Design and Implementation of Mathematics Textbooks in Support of Effective Teaching for Secondart Schools: A Chinese Case
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논문 기본 정보

Type
Academic journal
Author
Journal
한국수학교육학회 수학교육연구 수학교육연구 제19권 제4호 KCI Candidated Journals
Published
2015.1
Pages
247 - 265 (19page)

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Design and Implementation of Mathematics Textbooks in Support of Effective Teaching for Secondart Schools: A Chinese Case
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Mathematics textbook plays a significant role in shaping students’ learning of mathematics. Logic, rigor and abstraction as typical features of the formalization of mathematics, dominate mathematics textbooks around the world, which is regarded as one of the important origins of students’ learning difficulties in mathematics. An innovative series of Chinese mathematic textbooks is presented in this paper. Supported by the supplementary materials excerpts from the textbooks, it gives a comprehensive theoretical analysis of the principles of design and implementation of this series of mathematics textbooks. The effectiveness of this series of textbooks is demonstrated by student achievement and secondary research data. It shows that series of Chinese mathematic textbooks has largely decreased students’ learning difficulties in mathematics and enhance classroom teaching efficiency. It suggests that prioritizing the essence of mathematics and reducing abstraction is an important notion for mathematics textbook design and implementation.
#mathematics textbooks #formalization #effective teaching #reducing abstraction

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Ann, K. / 2009 / Mathematics textbooks and their potential role in supporting misconceptions / Int. J. Math. Educ. Sci. Technol 40 (2) : 173 ~ 181 google schola Brinkmann, A. / 2005 / Building structure in mathematics within teaching and learning processes-A study on teachers' input and students' achievement / European Research in Mathemat google schola Bruner, J. S. / 1960 / The process of education / Harvard University Press google schola Byers, V. / 1977 / Understanding school mathematics / Math. Teaching 81 : 24 ~ 27 google schola Byers, V. / 1984 / Content and form in mathematics / Educ. Stud. Math 15 (3) : 259 ~ 275 google schola

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