A Comparative Analysis of Ratio and Proportion Problems in Libyan and Turkish Mathematics Textbooks

Year 2018, Volume: 5 Issue: 4, 132 - 139, 03.12.2018

Awatef Ahmed Kh Elazzabi Ahmet Kaçar

Abstract

This study investigates the
similarities and differences between ratio and proportion problems in Libyan
mathematics textbooks (8th and 9th grades) and Turkish mathematics textbooks
(6th and 7th grades). A content analysis methodology, based on a
three-dimensional framework developed by Li, involving mathematical features,
contextual features, and performance requirements is used and the use of
technology is also considered. The results can be summarized as follows. In
general, there were only small differences in the results for all three
dimensions. Most of the problems analyzed required using multiple computation
procedures to produce numerical answers, and focused more on the cognitive
domain of knowing but less on applying and reasoning. In addition, none of the
problems in the Libyan textbooks required the use of technology, while 1% of
the problems in the Turkish ones did.

Keywords

Mathematics textbook, Ratio and proportion problems, Content analysis

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