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![]() ![]() Both textbooks linked ‘functions’ to other mathematical content areas, although the German textbook included a wider range of linked topics. Also, while the South African textbook presented a wider range of opportunities to interact with the different representations of functions, the German textbook, on the other hand, included more links to the real world. This was especially due to the level of cognitive demand of tasks included in the analysed textbook chapters. It was found that the German textbook included a higher percentage of content that promoted the development of conceptual knowledge. ![]() The interplay between procedural and conceptual knowledge, the integration of the multiple representations of functions, and the links created to other mathematical content areas and the real world were considered. A qualitative content analysis on how the topic of linear functions is presented in these two textbooks was done. These two textbooks are used in different language-based streams in a school in Gauteng, South Africa. This study compares how linear functions are presented in two textbooks, one of South African and the other of German origin. Textbook content has the ability to influence mathematical learning. ![]()
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