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Título
Theoretical-methodological approaches and textbook design: analysis of arithmetic word problems in Spanish textbooks
Autor(es)
Materia
Arithmetic
Primary education
Textbook content
Theoreticalmethodological frameworks
Word problems (mathematics)
Fecha de publicación
2024
Editor
Springer
Resumen
[ENG]Primary school textbooks can enhance the acquisition of arithmetic word problem solving
skills by offering diverse problems based on their semantic-mathematical structure with
targeted reasoning aids, including schematics highlighting their mathematical structure.
While certain countries, such as the USA and Singapore, have made progress in improving
the problems and aids found in their textbooks through the use of specific theoreticalmethodological
approaches, textbooks from other countries, such as Spain, have included a
very limited variety of problems, with hardly any aids to reasoning. Recently, however, two
of the most widely used Spanish publishers have released textbooks that adhere to these
theoretical-methodological approaches. To assess whether these textbooks progressed past
their predecessors in relevant aspects related to the resolution of arithmetic word problems,
we conducted an analysis of the quantity of problems and their variety in terms of semantic-
mathematical structure and level of difficulty, as well as the inclusion of schematic representations
of their mathematical structure. The study demonstrated improvements among
textbooks when publishers adopted a theoretical framework, suggesting that a reference
framework could enhance textbook design. This is particularly relevant in countries such as
Spain, where there are no applicable standards or official curricula for designing textbooks
related to solving arithmetic word problems.
URI
ISSN
0256-2928
DOI
10.1007/s10212-024-00808-7
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