Educational Studies in Mathematics

, Volume 85, Issue 2, pp 241–263

A comparison of Korean and American secondary school textbooks: the case of quadratic equations

Authors

    • University of Iowa
  • Kyong Mi Choi
    • University of Iowa
Article

DOI: 10.1007/s10649-013-9512-4

Cite this article as:
Hong, D.S. & Choi, K.M. Educ Stud Math (2014) 85: 241. doi:10.1007/s10649-013-9512-4

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.

Keywords

Comparative studyTextbook analysisCognitive demand of mathematics items

Copyright information

© Springer Science+Business Media Dordrecht 2013