نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
The aim of the present study is to analyze the content of mathematics textbooks in primary and secondary school in terms of the amount of activities which designed based on problem-posing approach. Type of this research is qualitative and mathematics textbooks in grades 1-9 which published in 1398 school year were considered as statistical population in current study. In this regard, upon Kripendorf recommendation, firstly, the key words that confirm the problem-posing were identified, then the situations were identified in the textbook, and finally the situations were categorized according to theoretical framework from literature. Stoyanova and Ellerton (1996) framework was applied for classification of problem posing situations in mathematics textbooks. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks from grade one to grade nine which 60 percent of them appeared in the second three years of primary school textbooks. Moreover 67.5 percent of these problem posing situation have semi-structured context. Comparison between the number of problem-posing activities and problem-solving activities in mathematics textbooks show that textbooks writers had little attention to problem-posing activities. This paper finalized with some recommendations for improving current situation through making some small changes in school mathematics textbooks questions.
کلیدواژهها English
Stoyanova, E., Ellerton, N. F. (1996). A framework for research into students’ problem posing. P. Clarkson (Ed.), Technology in Mathematics
