Problem posing in mathematics education: a comparative study of textbooks in Ethiopia, South Sudan, and Norway.
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https://hdl.handle.net/11250/3068289Utgivelsesdato
2022Metadata
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- Institutt for lærerutdanning [3441]
- Publikasjoner fra CRIStin - NTNU [37703]
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This paper presents a comparison of textbooks on Problem Posing (PP) activities. The importance of PP activities is motivated in relation to problem solving (PS), a principal component of mathematics education. Using a framework that has nine categories, problem-posing activities are analyzed in six different mathematics textbooks from Ethiopia, South Sudan, and Norway on the topic of algebra. The finding shows that there is sparse or even insignificant number of PP activities in the textbooks, and these PP activities are not comprehensive enough in their types and forms. A deliberate action is needed to embed such activities in mathematics textbooks.