Exploring the quality of the mathematical tasks in the new Turkish elementary school mathematics curriculum guidebook: The case of algebra

ZDM - International Journal on Mathematics Education

Volumn 42, Issue 5, 2010, Pages 483-491

  Ubuz, Behiye ^a   Erbaş, Ayhan Kürşat ^a   Çetinkaya, Bülent ^a   Özgeldi, Meriç ^b  

^a MIDDLE EAST TECHNICAL UNIVERSITY   (Turkey)

^b MERSIN UNIVERSITY   (Turkey)

Author keywords

Algebra; Cognitive demands; Curriculum; Mathematical tasks

Indexed keywords

EID: 84867559928     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-010-0258-5     Document Type: Article

References (27)

1. Arbaugh, F., & Brown, C. A. (2005). Analyzing mathematical tasks: A catalyst for change? Journal of Mathematics Teacher Education, 8, 499-536.
2. Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning-the SOLO taxonomy. New York: Academic Press.
3. Cai, J., & Knuth, E. J. (2005). The development of students' algebraic thinking in earlier grades from curricular, instructional, and learning perspectives. Zentralblatt fuer Didaktik der Mathematik (International Review on Mathematics Education), 37(1), 1-4.
4. Carraher, D. W., Schliemann, A. D., & Schwartz, J. (2007). Early algebra is not the same as algebra early. In J. Kaput, D. Carraher, & M. Blanton (Eds.), Algebra in the early grades (pp. 235-272). Mahwah, NJ: Erlbaum.
5. Doyle, W. (1983). Academic work. Review of Educational Research, 53, 159-199.
6. Erbas, A. K., & Ulubay, M. (2008). Implementation of the new Turkish primary education mathematics curriculum in the sixth grade: A survey of teachers' views. The New Educational Review, 16(3-4), 51-75.
7. European Commission. (2007). Organization of the education system in Turkey (2008/09). Eurybase-The information database on education systems in Europe, Brussels. http://eacea.ec.europa.eu/education/eurydice/documents/eurybase/eurybase_full_reports/TR_EN.pdf. Accessed Dec 2009.
8. Jones, D. L., & Tarr, J. E. (2007). An examination of the levels of cognitive demand required by probability tasks in middle grades mathematics textbooks. Statistics Education Research Journal, 6(2), 4-27.
9. Kaput, J. (1998). Transforming algebra from an engine of inequity to an engine of mathematical power by "algebrafying" the K-12 curriculum. In S. Fennel (Ed.), The nature and role of algebra in the K-14 curriculum (pp. 25-26). Washington, DC: National Academy Press.
10. Kieran, C. (2004). Algebraic thinking in the early grades: What is it? The Mathematics Educator, 8(1), 139-151.
11. Kieran, C. (2006). Research on the learning and teaching of algebra: A broadening of sources of meaning. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 11-49). Rotterdam: Sense Publishers.
12. Kieran, C. (2007). Learning and teaching algebra at the middle school through college levels. In F. Lester (Ed.), Handbook of research in mathematics education (pp. 707-762). Greenwich: Information Age Publishing.
13. Kilpatrick, J. (1996). Introduction to section 1. In A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, & C. Laborde (Eds.), International handbook of mathematics education (Vol. 4). Dordrecht: Kluwer.
14. Mullis, I. V. S., Martin, M. O., Ruddock, G. J., O'Sullivan, C. Y., Arora, A., & Erberber, E. (2005). TIMSS 2007 assessment frameworks. Chestnut Hill, MA: Boston College.
15. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
16. OECD. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.
17. Robitaille, D. F., Schmidt, W. H., Raizen, S. A., McKnight, C. C., Britton, E. D., & Nicol, C. (1993). Curriculum framework for mathematics and science (Vol. TIMSS Monograph No.1). Vancouver: Pacific Educational Press.
18. Schmidt, W. H., McKnight, C. C., Valverde, G. A., Houang, R. T., & Wiley, D. E. (1997). Many visions, many aims: cross-national invention of curricular intentions in school mathematics (Vol. 1). Dordrecht: Kluwer.
19. Smith, M. S., & Stein, M. K. (1998). Selecting and creating mathematical tasks: From research to practice. Mathematics Teaching in the Middle School, 3, 344-350.
20. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33, 455-488.
21. Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. Remillard, B. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37-55). New York: Routledge.
22. Stein, M. K., & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2, 50-80.
23. Stein, M. K., & Smith, M. S. (1998). Mathematical tasks as a framework for reflection. Mathematics Teaching in the Middle School, 3, 268-275.
24. Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.
25. Talim ve Terbiye Kurulu (TTKB). (2008). I-lköǧretim matematik dersi 6-8 si{dotless}ni{dotless}flar öǧretim programi{dotless} ve ki{dotless}lavuzu [Curriculum and guidebook for elementary school mathematics course: grades 6 to 8]. Ankara: Milli Eǧitim Bakanli{dotless}ǧi{dotless}. http://iogm.meb.gov. tr/pages.php?page=program. Accessed July 2008.
26. The National Assessment of Educational Progress (NAEP). (2007). Mathematics framework for the 2007 national assessment of educational progress. http://www.nagb.org. Accessed July 2008.
27. Usiskin, Z. (1995). Why is algebra important to learn? American Educator, 19(1), 30-37.