Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks

179 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: the case of fraction division (2009, unknown): “They include studies on content topic coverage that is presented in textbooks (e.g., Fuson, Stigler, & Bartsch, 1988; Westbury, 1992), textbooks’ pedagogical features (e.g., Mayer, Sims, & Tajika, 1995; Schmidt, McKnight, & Raizen, 1997), curricular treatment of mathematics content (e.g., Cai, Watan”
From convergence to divergence: the development of mathematical problem solving in research, curriculum, and classroom practice in Singapore (2007, background): “curriculum, that is, the teaching of problem solving should be integrated into general mathematics instruction whenever appropriate (also see Fan & Zhu, 2007 ).”
Textbook research in mathematics education: development status and directions (2013, methodology): “For example, Flanders (1994) studied relationships between intended, implemented, and tested curricula of 84 American eighth grade mathematics classes based on data from the Second International Mathematics Study.”
The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning (2008, background): “Fan and Zhu (2007) compared lower secondary grade level junior high school mathematics textbooks from China, Singapore and the United States.”