Length measurement in the textbooks of German and Taiwanese primary students
Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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Length measurement in the textbooks of German and Taiwanese primary students. / Ruwisch, Silke; Huang, Hsin-Mei E.
Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education: CERME 11, 5-10 February 2019. Hrsg. / Uffe Thomas Jankvist; Marja Van den Heuvel-Panhuizen; Michiel Veldhuis. Utrecht : Utrecht University, 2019. S. 4310 - 4317.Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › begutachtet
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TY - CHAP
T1 - Length measurement in the textbooks of German and Taiwanese primary students
AU - Ruwisch, Silke
AU - Huang, Hsin-Mei E.
N1 - Conference code: 11
PY - 2019
Y1 - 2019
N2 - Length measurement plays a prominent role in most countries. The purpose of this study was to examine similarities and differences in Taiwanese and German elementary written textbooks concerning the treatment of length understanding, measurement, and estimation. Our analysis showed that procedural affordances dominate the conceptual learning situations in both countries, even more in Germany than in Taiwan. Although ‘units can be converted’, ‘reasoning and justification’ and ‘benchmark learning’ were the most common conceptual elements in both countries, their importance differed. The comparison of procedural elements showed that both countries mainly focused on ‘unit conversion’, ‘measuring with a ruler’, and ‘addition and subtraction of length’. The Taiwanese textbooks concentrated more on concrete actions, whereas the German textbooks focused on more abstract and mental procedures.
AB - Length measurement plays a prominent role in most countries. The purpose of this study was to examine similarities and differences in Taiwanese and German elementary written textbooks concerning the treatment of length understanding, measurement, and estimation. Our analysis showed that procedural affordances dominate the conceptual learning situations in both countries, even more in Germany than in Taiwan. Although ‘units can be converted’, ‘reasoning and justification’ and ‘benchmark learning’ were the most common conceptual elements in both countries, their importance differed. The comparison of procedural elements showed that both countries mainly focused on ‘unit conversion’, ‘measuring with a ruler’, and ‘addition and subtraction of length’. The Taiwanese textbooks concentrated more on concrete actions, whereas the German textbooks focused on more abstract and mental procedures.
KW - Didactics of Mathematics
UR - https://hal.archives-ouvertes.fr/CERME11
M3 - Article in conference proceedings
SN - 978-90-73346-75-8
SP - 4310
EP - 4317
BT - Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
A2 - Jankvist, Uffe Thomas
A2 - Van den Heuvel-Panhuizen, Marja
A2 - Veldhuis, Michiel
PB - Utrecht University
CY - Utrecht
T2 - 11th Congress of the European Society for Research in Mathematics Education - 2019
Y2 - 6 February 2019 through 10 February 2019
ER -