Journal of Research in Science, Mathematics and Technology Education

Comparative Analysis of Content, Organization, and Presentation of Mathematical Concepts in Canadian and Japanese Grade Fifth Textbooks

Nahid Golafshani 1 *
1 Laurentian University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Online-First Articles, pp. 19-40
OPEN ACCESS VIEWS: 71 DOWNLOADS: 37 Publication date: 15 Jan 2025
ABSTRACT
The purpose of this study was to examine how Canadian and Japanese fifth-grade mathematics textbooks addressed the topics, rote learning by memorization and conceptual understanding facets of teaching. Based on the comparison, it appears that both textbooks cover the required content for a grade 5 student based on the curriculum in the intended subject area. Regarding topics covered and content presentation, the Japanese textbook provides a more engaging and, overall, more successful approach to teaching student’s mathematical content. With student-driven differentiated instruction and open-ended questions, students can better engage with learning through an easy-to-follow textbook filled. With extras, students have the information they require to solve questions and understand examples. Elements of visual design once again predominate within the Japanese math textbook through the various characters, visual aids, and overall colour choice for the visual aspect of the textbook promote student engagement and help create positive emotions in mathematical content, which helps students create better learning relationships with the content being taught. Overall, the research finds that regarding the impact of students learning through the textbooks, the Japanese textbook has the advantage for student learning. However, from a teaching perspective, the Japanese open-ended student lead approach is more complex, which means if not properly taught, it could limit the success of the textbook and student learning. The Ontario textbook is still a comparable book, but making the textbook more engaging visually could improve students' overall performance when being taught with this book in the classroom.
KEYWORDS
Textbooks, Mathematics, Memorization, Content Comparison, Conceptual Understanding
CITATION (APA)
Golafshani, N. (2024). Comparative Analysis of Content, Organization, and Presentation of Mathematical Concepts in Canadian and Japanese Grade Fifth Textbooks. Journal of Research in Science, Mathematics and Technology Education. https://doi.org/10.31756/jrsmte.812
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