International Electronic Journal of Mathematics Education

Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Alkhateeb M. Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them. Int Elect J Math Ed. 2019;14(1), 137-145. https://doi.org/10.12973/iejme/3982
APA 6th edition
In-text citation: (Alkhateeb, 2019)
Reference: Alkhateeb, M. (2019). Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them. International Electronic Journal of Mathematics Education, 14(1), 137-145. https://doi.org/10.12973/iejme/3982
Chicago
In-text citation: (Alkhateeb, 2019)
Reference: Alkhateeb, Mohammad. "Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them". International Electronic Journal of Mathematics Education 2019 14 no. 1 (2019): 137-145. https://doi.org/10.12973/iejme/3982
Harvard
In-text citation: (Alkhateeb, 2019)
Reference: Alkhateeb, M. (2019). Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them. International Electronic Journal of Mathematics Education, 14(1), pp. 137-145. https://doi.org/10.12973/iejme/3982
MLA
In-text citation: (Alkhateeb, 2019)
Reference: Alkhateeb, Mohammad "Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them". International Electronic Journal of Mathematics Education, vol. 14, no. 1, 2019, pp. 137-145. https://doi.org/10.12973/iejme/3982
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Alkhateeb M. Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them. Int Elect J Math Ed. 2019;14(1):137-45. https://doi.org/10.12973/iejme/3982

Abstract

This study, firstly, aimed at investigating the various types of the multiple math representations and transitions among them in the 8th grade math textbook, and secondly, teachers' use of these representations in teaching. The current study employed the content analysis approach to investigate the multiple mathematical representations and transitions among them in 8th Grade Mathematics Textbook. An observation method was used to analyses the teacher practices (n=35 observations), and record the representations and transitions. The results showed that there was an existence of symbol and verbal representations in the textbook and teachers' implementation. Meanwhile, the other three representations (pictures and figures, models and Cutters, and life situations) and the transactions between them were at low rates in the textbook and teachers' implementation.

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