The Textbook Analysis on Multiplication:The Case of Japan, Singapore and Thailand

Affiliation(s)

Department of Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

Department of Mathematics Education, Faculty of Education, Khon Kaen University, Khon Kaen, Thailand.

Center for Research in Mathematics Education, Khon Kaen University, Khon Kaen, Thailand.

ABSTRACT

This paper analyzes the presentation of multiplication in elementary textbooks from Japan, Singapore and Thailand. The methodology consisted of content analysis comparing the overall structure and sequence of topics and how to introduce the meaning of multiplication. We identified both similarities and differences among the three countries.

Cite this paper

Boonlerts, S. & Inprasitha, M. (2013). The Textbook Analysis on Multiplication:The Case of Japan, Singapore and Thailand.*Creative Education, 4,* 259-262. doi: 10.4236/ce.2013.44038.

Boonlerts, S. & Inprasitha, M. (2013). The Textbook Analysis on Multiplication:The Case of Japan, Singapore and Thailand.

References

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[2] Anghileri, J. (1989). An investigation of young children’s understanding of multiplication. Educational Studies in Mathematics, 20, 367-385. doi:10.1007/BF00315607

[3] Behr, M., Harel, G., Post, T., & Lesh, R. (1994). Units of quantity: A conceptual basis common to additive and multi plicative structures. In G. Harel, & J. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 121-176). Albany, NY: State University of New York Press.

[4] Bell, A., Greer, B., Grimison, L., & Mangan, C. (1989). Children’s performance on multiplicative word problems: Elements of a descriptive theory. Journal for Research in Mathematics Education, 20, 434-449. doi:10.2307/749419

[5] Bierhoff, H. (1996). Laying the foundations of numeracy: A comparison of primary school textbooks in Britain, Germany and Switzerland. Teaching Mathematics and its Applications, 15, 141-160. doi:10.1093/teamat/15.4.141

[6] Brown, J. K. (1973). Textbook use by teachers and students of geometry and second-year algebra. Doctoral Dissertation, Urbana: University of Illinois.

[7] Confrey, J., & Smith, E. (1995). Splitting, covariation, and their role in the development of exponential functions. Journal of Research in Mathematics Education, 26, 66-86. doi:10.2307/749228

[8] Chung, I., & Lew, H.-C. (2007). Comparing Korean and US third grade elementary student conceptual understanding of basic multiplication facts. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceeding of the 31st International Conference of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 161-168). Seoul: The Korea Society of Educational Studies in Mathematics.

[9] Fan, L. H., & Kaeley, G. S. (2000). The influence of textbook on teaching strategies: An empirical study. Mid-Western Educational Researcher, 13, 2-9.

[10] Fan, L. H., & Zhu, Y. (2007). Representation of problem-solving procedures: A comparative look at China, Singapore and US mathematics textbooks. Educational Studies in Mathematics, 66, 61-75. doi:10.1007/s10649-006-9069-6

[11] Fan, L. H. (2010). Principle and processes for publishing textbooks and alignment with standards: A case in Singapore. In The APEC Conference on Replicating Exemplary Practices in Mathematics Education (pp. ). Surat Thani: The International School of Tourism.

[12] Fujii, T. (2001). The changing winds in Japanese mathematics education. URL (last checked 19 June 2002). http://www.nctm.org/dialogues/2001-11/20011105.htm

[13] Gelman, R. (1999). Naive mathematics. In R. A. Wilson, & F. C. Keil (Eds.), The MIT encyclopaedia of the cognitive sciences (pp. 575-577). Cambridge, MA: MIT Press.

[14] Graeber, A. O., & Tanenhaus, E. (1993). Multiplication and division: From whole number to rational numbers. In T. Owens (Ed.), Research ideas for the classroom middle grade mathematics (pp. 99-117). New York: Macmillan Publishing Company.

[15] Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan Publishing Company.

[16] Irwin, K.C. (2004). Multiplicative strategies of New Zealand secondary school students. In M. J. Hoines, & A. B. Fuglestad (Eds.), Proceeding of the 28th International Conference of the International Group for the Psychology of Mathematics Education, Volume 3 (pp. 111-116). Norway: Bengen University College.?

[17] Isoda, M. (2010). Elementary school teaching guide for the Japanese course of study: Mathematics (Grade 1 6) with the English translation on the opposite page. URL (last checked 1 December2011). http://e-archives.criced.tsukuba.ac.jp/data/doc/pdf/2010/08/201008054956.pdf

[18] Kouba, V. L., & Franklin, K. (1993). Multiplication and division: Sense making and meaning. In J. Jansen (Eds.), Research ideas for the classroom early childhood mathematics (pp. 103-126). New York: Macmillan Publishing Company.

[19] Mulligan, J. T., & Mitchelmore, M. C. (1997). Young children’s intuitive models of multiplication and division. Journal for Research in Mathematics Education, 28, 309-331.

[20] Shimizu, S., & Watanabe, T. (2010). Principle and processes for publishing textbooks and alignment with standards: A case in Japan. The APEC Conference on Replicating Exemplary Practices in Mathematics Education (pp. 1-6). Surat Thani: The International School of Tourism.

[21] Piaget, J. (1987). Possibility and necessity. Minneapolis: University of Minnesota Press.

[22] Tosho, G. (2005). Mathematics for elementary school for first grade. Tokyo: Gakkoh Tosho Co., Ltd.

[23] Marshall Cavendish Education (2010). My PALS are here! For first grade. Singapore: Times Publishing Limited.

[24] Ministry of Education (2007). Mathematics textbook for first grade. Bangkok: Kurusapha.

[1] Alajmi, A. (2011). How do elementary textbooks address fraction? A review of mathematics textbooks in the USA, Japan, and Kuwait. Educational Studies in Mathematics, 79, 239-261. doi:10.1007/s10649-011-9342-1

[2] Anghileri, J. (1989). An investigation of young children’s understanding of multiplication. Educational Studies in Mathematics, 20, 367-385. doi:10.1007/BF00315607

[3] Behr, M., Harel, G., Post, T., & Lesh, R. (1994). Units of quantity: A conceptual basis common to additive and multi plicative structures. In G. Harel, & J. Confrey (Eds.), The development of multiplicative reasoning in the learning of mathematics (pp. 121-176). Albany, NY: State University of New York Press.

[4] Bell, A., Greer, B., Grimison, L., & Mangan, C. (1989). Children’s performance on multiplicative word problems: Elements of a descriptive theory. Journal for Research in Mathematics Education, 20, 434-449. doi:10.2307/749419

[5] Bierhoff, H. (1996). Laying the foundations of numeracy: A comparison of primary school textbooks in Britain, Germany and Switzerland. Teaching Mathematics and its Applications, 15, 141-160. doi:10.1093/teamat/15.4.141

[6] Brown, J. K. (1973). Textbook use by teachers and students of geometry and second-year algebra. Doctoral Dissertation, Urbana: University of Illinois.

[7] Confrey, J., & Smith, E. (1995). Splitting, covariation, and their role in the development of exponential functions. Journal of Research in Mathematics Education, 26, 66-86. doi:10.2307/749228

[8] Chung, I., & Lew, H.-C. (2007). Comparing Korean and US third grade elementary student conceptual understanding of basic multiplication facts. In J. H. Woo, H. C. Lew, K. S. Park, & D. Y. Seo (Eds.), Proceeding of the 31st International Conference of the International Group for the Psychology of Mathematics Education, Volume 2 (pp. 161-168). Seoul: The Korea Society of Educational Studies in Mathematics.

[9] Fan, L. H., & Kaeley, G. S. (2000). The influence of textbook on teaching strategies: An empirical study. Mid-Western Educational Researcher, 13, 2-9.

[10] Fan, L. H., & Zhu, Y. (2007). Representation of problem-solving procedures: A comparative look at China, Singapore and US mathematics textbooks. Educational Studies in Mathematics, 66, 61-75. doi:10.1007/s10649-006-9069-6

[11] Fan, L. H. (2010). Principle and processes for publishing textbooks and alignment with standards: A case in Singapore. In The APEC Conference on Replicating Exemplary Practices in Mathematics Education (pp. ). Surat Thani: The International School of Tourism.

[12] Fujii, T. (2001). The changing winds in Japanese mathematics education. URL (last checked 19 June 2002). http://www.nctm.org/dialogues/2001-11/20011105.htm

[13] Gelman, R. (1999). Naive mathematics. In R. A. Wilson, & F. C. Keil (Eds.), The MIT encyclopaedia of the cognitive sciences (pp. 575-577). Cambridge, MA: MIT Press.

[14] Graeber, A. O., & Tanenhaus, E. (1993). Multiplication and division: From whole number to rational numbers. In T. Owens (Ed.), Research ideas for the classroom middle grade mathematics (pp. 99-117). New York: Macmillan Publishing Company.

[15] Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan Publishing Company.

[16] Irwin, K.C. (2004). Multiplicative strategies of New Zealand secondary school students. In M. J. Hoines, & A. B. Fuglestad (Eds.), Proceeding of the 28th International Conference of the International Group for the Psychology of Mathematics Education, Volume 3 (pp. 111-116). Norway: Bengen University College.?

[17] Isoda, M. (2010). Elementary school teaching guide for the Japanese course of study: Mathematics (Grade 1 6) with the English translation on the opposite page. URL (last checked 1 December2011). http://e-archives.criced.tsukuba.ac.jp/data/doc/pdf/2010/08/201008054956.pdf

[18] Kouba, V. L., & Franklin, K. (1993). Multiplication and division: Sense making and meaning. In J. Jansen (Eds.), Research ideas for the classroom early childhood mathematics (pp. 103-126). New York: Macmillan Publishing Company.

[19] Mulligan, J. T., & Mitchelmore, M. C. (1997). Young children’s intuitive models of multiplication and division. Journal for Research in Mathematics Education, 28, 309-331.

[20] Shimizu, S., & Watanabe, T. (2010). Principle and processes for publishing textbooks and alignment with standards: A case in Japan. The APEC Conference on Replicating Exemplary Practices in Mathematics Education (pp. 1-6). Surat Thani: The International School of Tourism.

[21] Piaget, J. (1987). Possibility and necessity. Minneapolis: University of Minnesota Press.

[22] Tosho, G. (2005). Mathematics for elementary school for first grade. Tokyo: Gakkoh Tosho Co., Ltd.

[23] Marshall Cavendish Education (2010). My PALS are here! For first grade. Singapore: Times Publishing Limited.

[24] Ministry of Education (2007). Mathematics textbook for first grade. Bangkok: Kurusapha.