Volume 9, Issue 17 (3-2021)                   نظریه و عمل 2021, 9(17): 91-118 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Rafiepour A, Rahmani M. (2021). The Position of Problem-Posing in School Mathematics Education in Iran: Review of Textbooks. نظریه و عمل. 9(17), 91-118.
URL: http://cstp.khu.ac.ir/article-1-3193-en.html
Abstract:   (2241 Views)
Main purpose of current study is Content analysis 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 this regard, 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. Finding of this research shows that there are only 40 problem-posing situations in these mathematics textbooks 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.
Full-Text [PDF 1415 kb]   (701 Downloads)    
Type of Study: Research |
Received: 2020/07/30 | Revised: 2021/11/7 | Accepted: 2021/03/30 | Published: 2021/10/22

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | Theory & Practice in Curriculum Journal

Designed & Developed by : Yektaweb