Multiple Representations in 8th Grade Mathematics Textbook and the Extent to which Teachers Implement Them

Mohammad Alkhateeb

doi:10.12973/iejme/3982

Full Text (PDF)

Mohammad Alkhateeb ¹ ^*

More Detail

¹ Hashemite University, JORDAN^* Corresponding Author

Abstract

This study, firstly, aimed at investigating the various types of the multiple math representations and transitions among them in the 8^th 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.

Keywords

symbol representation
verbal representation
picture representation
model representation
life situation representation
teachers’ practices

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2019, Volume 14, Issue 1, 137-145

https://doi.org/10.12973/iejme/3982

Publication date: 21 Dec 2018

Article Views: 2416

Article Downloads: 2624

Open Access References How to cite this article

References

Anthony, G., & Walshaw, M. (2009). Characteristics of Effective Teaching of Mathematics: A View from the West. Journal of Mathematics Education, 2(2), 147-164.
Bal, A. (2015). Skills of Using and Transform Multiple Representations of the Prospective Teachers. Journal of Mathematical Behavior, 197(2015), 582-588. https://doi.org/10.1016/j.sbspro.2015.07.197
Bayazit, I. (2011). Prospective teachers’ inclination to single representation and their development of the function concept. Educational Research and Reviews, 6(5), 436- 446.
Cai, J., & Lester, F. (2005). Solution Representations and pedagogical representations in Chinese and U.S. classrooms. Journal of Mathematical Behavior, 24(3), 221-237. https://doi.org/10.1016/j.jmathb.2005.09.003
Doerr, H., & Lesh, R. (2011). Models and modelling perspectives on teaching and learning mathematics in the twenty-first century. In Trends in teaching and learning of mathematical modelling (pp. 247-268). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_26
Dreher, A., & Kuntze, S. (2015). Teachers’ professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89-114. https://doi.org/10.1007/s10649-014-9577-8
Dwi. R, Subanji, P, Hidayanto, E., & Anwar, R. (2017). Process of Mathematical Representation Translation from Verbal into Graphic. Mathematic Education, 12(4), 367-381.
Gagatsis, A., & Shiakalli, M. (2004). Ability to Translate from One Representation of the Concept of Function to Another and Mathematical Problem Solving. Educational Psychology, 24(5), 645-657. https://doi.org/10.1080/0144341042000262953
Greeno, J., & Hall, B. (1997). Practicing Representation: Learning with and about Representational Forms. Phi Delta Kappa International, 78(5), 99-107.
Hwang, W., Chen, N., Dung, J., & Yang, Y. (2007). Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System. Educational Technology & Society, 10(2), 191-212.
Juersivich, N., Garofalo, G., & Fraser, V. (2009). Student Teachers’ Use of Technology- Generated Representations: Exemplars and Rationales. Journal of Technology and Teacher Education, 17(2), 149-173
Koretsky, M., Keeler, J., Ivanovitch, J., & Cao, Y.(2018), The role of pedagogical tools in active learning: a case for sense-making. International Journal of STEM Education, 5(18), 2-20. https://doi.org/10.1186/s40594-018-0116-5
Leinwand, S., & Ginsburg, A. (2007). Learning from Singapore Math: The United States could benefit from looking at five elements driving the program’s success. Educational Leadership, 65(3), 32-36.
Lesh, R, Post, T. & Behr, M. (1987). Representations and translations among representations in mathematics learning and problem solving. Retrieved on 28/2/2018 from http://www.cehd.umn.edu/rationalnumberproject/87_5.html
Lesh, R., & Harel, G. (2003). Problem solving, modeling, and local conceptual development. Mathematical thinking and learning, 5(2-3), 157-189.‏ https://doi.org/10.1080/10986065.2003.9679998
Lesh, R., & Lehrer, R. (2003). Models and modeling perspectives on the development of students and teachers, Mathematical Thinking and Learning, 5(2&3), 109–130. https://doi.org/10.1080/10986065.2003.9679996
Lesh, R., Cramer, K., Doerr, H., Post, T. & Zawojewski, J. (2003). Using a translation model for curriculum development and classroom instruction. Retrieved on 5/1/2018, from: http://www.cehd.umn.edu/rationalnumberproject/03_1.html
Santulli, T. (2009). Representations from the Real World. Mathematics teaching in the middle school, 14(8), 466-473.‏
Treffert-Thomas, S., Viirman, O., Hernandez-Martinez, P., & Rogovchenko, Y. (2017). Mathematics lecturers’ views on the teaching of mathematical modelling. Education, 22(4), 121-145.‏
Tripathi, P. (2008). Developing mathematical understanding through multiple representations. Mathematics Teaching in Middle School. 13(89), 438-445.
Ulu, M. (2017). Examining the Mathematical Modeling Processes of Primary School 4th-Grade Students: Shopping Problem. Universal Journal of Educational Research, 5(4), 561-580. https://doi.org/10.13189/ujer.2017.050406
Yan, Z., & Lianghuo, F. (2006). Focus on The Representation Of Problem Types In Intended Curriculum: A Comparison Of Selected Mathematics Textboks From Maibland China And The United States. International Journal of Science and Mathematics Education, 4(4), 609-626. https://doi.org/10.1007/s10763-006-9036-9
You, Z., & Quinn, R. (2010). Prospective Elementary and Middle School Teachers’ Knowledge of Linear Functions: A Quantitative Approach. Journal of Mathematics Education, 3(1), 66-76.

How to cite this article

APA

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

Vancouver

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

AMA

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

Chicago

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

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

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