A comparison of Korean and American secondary school textbooks: the case of quadratic equations
 Dae S. Hong,
 Kyong Mi Choi
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Abstract
This study compares quadratic equations sections of Korean and American textbooks. The number of topics, contents and mathematics items were analyzed. The results show Korean students learn some topics relatively earlier than American students. American textbooks include more problems requiring explanations and various representations and problems requiring higher level cognitive demand. This result could indicate that textbooks might not be the reason for American and Korean students’ performances in international comparative studies. More studies analyzing other standards based textbooks and teaching practice might be needed to have further understanding of mathematics education in two countries.
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 Introduction
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 Results
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 Title
 A comparison of Korean and American secondary school textbooks: the case of quadratic equations
 Journal

Educational Studies in Mathematics
Volume 85, Issue 2 , pp 241263
 Cover Date
 20140201
 DOI
 10.1007/s1064901395124
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 Comparative study
 Textbook analysis
 Cognitive demand of mathematics items
 Industry Sectors
 Authors

 Dae S. Hong ^{(1)}
 Kyong Mi Choi ^{(1)}
 Author Affiliations

 1. University of Iowa, Iowa City, IA, USA