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Graphing linear equations: A comparison of the opportunity-to-learn in textbooks using the Singapore and the Dutch approaches to teaching equations
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Type
Book chapter
Citation
Kaur, B., Wong, L. F., & Govindani, S. N. (2019). Graphing linear equations: A comparison of the opportunity-to-learn in textbooks using the Singapore and the Dutch approaches to teaching equations. In M. van den Heuvel-Panhuizen (Ed.), International reflections on the Netherlands didactics of mathematics: Visions on and experiences with realistic mathematics education (pp. 97–111). Springer. https://doi.org/10.1007/978-3-030-20223-1_7
Abstract
This chapter examines the opportunity-to-learn afforded by two textbooks, one using the Singapore approach and the other the Dutch approach for graphing linear equations. Both textbooks provide opportunities for students to connect mathematical concepts to meaningful real-life situations, practice questions for self-assessment, and reflect on their learning. However, the approaches presented in the two textbooks are different. The Dutch approach textbook has the same context for all the interconnected activities while in the Singapore approach textbook the activities are self-contained and can be carried out independently of each other. In addition, classroom activities, practice questions and prompts for reflection in the Dutch approach textbook provide students with more scope for reasoning and communication. From the reflections of two lead teachers using the Singapore approach textbook it is apparent that they see merit in the Dutch approach textbook, but feel that to adopt the Dutch approach they would need a paradigm shift and adequate support in terms of resources.
Date Issued
2019
ISBN
9783030202224 (print)
9783030202231 (online)
Publisher
Springer
Description
The open access publication is available at: https://doi.org/10.1007/978-3-030-20223-1_7