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
Download PDF
Journal of Research in Science, Mathematics and Technology Education, Online-First Articles, pp. 19-40
OPEN ACCESS VIEWS: 27 DOWNLOADS: 10 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
REFERENCES
  1. Ashcraft, M.H. (2002). Math Anxiety: Personal, Educational, and Cognitive Consequences. Current Directions in Psychological Science, 11(5), 181-185. https://doi.org/10.1111/1467-8721.00196
  2. Ashcraft, M. H., & Ridley, K. S. (2005). Math anxiety and its cognitive consequences: A tutorial review. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition, 315–327. Psychology Press.
  3. Braak, D. T., Lenes, R., Purpura, D. J., Schmitt, S.A., Størksen, I. (2022). Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function. Journal of Experimental Child Psychology, Volume 214, ISSN 0022-0965, https://doi.org/10.1016/j.jecp.2021.105306
  4. Boyd, T. (2021). Education Reform in Ontario: Building Capacity Through Collaboration. In F.M. Reimers (Eds.), Implementing Deeper Learning and 21st Education Reforms. 39-58. DOI: https://doi.org/10.1007/978-3-030-57039-2_2
  5. Canada OECD PISA 2022 Results. (2023a, Dec. 5). https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/canada_901942bb-en.html
  6. Chen, L. K., Dorn, E., Sarakatsannis, J., & Wiesinger, A. (2021). Teacher survey: Learning loss is global—and significant. Public & social sector practice. McKinsey & Company, 1999-2003.
  7. Curriculum Development Division. (2020). National Mathematics Textbook: Grade 5. Papua New Guinea Department of Education. ISBN 978-9980-905-11-6
  8. EQAO. (2019). Ontario Student Achievement Report 2018-2019: EQAO’s Provincial Elementary School Report. https://www.eqao.com/wp-content/uploads/provincial-report-elementary-2019.pdf
  9. Fan, L. & Kaeley, G. S. (2000). The Influence of Textbooks on Teaching Strategies: An Empirical Study, Mid-Western Educational Researcher,13(4), 2-9, Article 2. https://scholarworks.bgsu.edu/mwer/vol13/iss4/2
  10. Fan, L., Cheng, J., Xie, S., Luo, J., Wang, Y., Sun, Y. (2021). Are textbooks facilitators or barriers for teachers' teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China. ZDM. 53(6):1313-1330. doi: https://doi.org/10.1007/s11858-021-01306-6
  11. Foster, C. (2018). Developing mathematical fluency: Comparing exercises and rich tasks. Educ Stud Math, 97, 121–141. https://doi.org/10.1007/s10649-017-9788-x
  12. Hadar, L. L. (2017). Opportunities to learn: Mathematics textbooks and students’ achievements. Studies in Educational Evaluation, 55, 153–166. https://doi.org/10.1016/j.stueduc.2017.10.002
  13. Horsley, M., & Sikorová, Z. (2015). Classroom teaching and learning resources: International comparisons from TIMSS− A preliminary review. Orbis scholae, 8(2), 43-60.
  14. Japan Pisa 2022 results. OECD. (2023).
  15. https://www.oecd.org/publication/pisa-2022-results/webbooks/dynamic/pisa-country-notes/f7d7daad/pdf/japan.pdf
  16. Kei, T. (2022). Visual Design as a Holistic Experience: How Students Engage with Instructional Materials of Various Visual Designs. Educational Technology Research and Development, 70(2), 469-502 DOI: https://doi.org/10.1007/s11423-022-10088-x
  17. McDonough, I. M., & Gerardo, R. (2018). Individual differences in math anxiety and math self-concept promote forgetting in a directed forgetting paradigm. Learning and Individual Differences, 64, 33-42. https://doi.org/10.1016/j.lindif.2018.04.007
  18. Morrow, P., Connelly, R., Keyes, B., Johnston, J., Jones, D., Davis, M., Thomas, S., Thomas, J., D’Alessandro, A., Martin Connell, M., Brown, T., & Jeroski, S. (2005). Math Makes Sense 5. Pearson Education Canada. ISBN 0-321-11821-9
  19. National Research Council, (2001). Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press. https://doi.org/10.17226/9822
  20. Nichols, L., Ha, B., & Tyyskä, V. (2020). Canadian Immigrant Youth and the Education-Employment Nexus. Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 12(1), 178-199. https://doi.org/10.29173/cjfy29497
  21. Perlazal, A.M., & Tardif, M. (2016). Pan-Canadian Perspectives on Teacher Education: The State of the Art in Comparative Research. Alberta Journal of Educational Research, 62(2), 199-219. https://doi.org/10.11575/ajer.v62i2.56221
  22. Singh, M. (2021). Advantages and Disadvantages of Rote Learning: Number Dyslexia. Retrieved on Sep. 10, 2024:
  23. https://numberdyslexia.com/advantages-and-disadvantages-of-rote-learning/
  24. Sloan, K. (2023). 7 Concrete Strategies to Teach Conceptual Understanding in Math. Carnegie Learning. https://www.carnegielearning.com/blog/strategies-to-teach-math-conceptual-understanding/
  25. Stará, J., Chvál, M. and Starý, K. (2017). The Role of Textbooks in Primary Education. E-Pedagogium, 17(4), 60-69. DOI: https://doi.org/10.5507/epd.2017.053
  26. Stokke, A. (2015). What to Do About Canada's Declining Math Scores? C.D. Howe Institute Commentary 427. SSRN: https://ssrn.com/abstract=2613146 or http://dx.doi.org/10.2139/ssrn.2613146
  27. Swing, S., & Peterson, P. (1988). Elaborative and integrative thought processes in mathematics learning. Journal of Educational Psychology, 80(1), 54–66. https://doi.org/10.1037/0022-0663.80.1.54
  28. Takahashi, A. (2016). Recent Trends in Japanese Mathematics Textbooks for Elementary Grades: Supporting Teachers to Teach Mathematics through Problem Solving. Universal Journal of Educational Research 4(2). 313-319, DOI: https://doi.org/10.13189/ujer.2016.040201
  29. Tatto, M.T. (2023). The Need for Comparative Studies in Teacher Education. In: Menter, I. (eds) The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan, Cham. 1111-1132. https://doi.org/10.1007/978-3-031-16193-3_86
  30. TIMSS & PIRLS International Study Center at Boston College. (n.d.). Countries’ Mathematics and Science Achievement – TIMSS 2019 International Reports. IEA TIMSS & PIRLS. https://timss2019.org/reports/achievement/index.html#math-4
  31. Van den Ham, A.-K., & Heinze, A. (2018). Does the Textbook Matter? Longitudinal Effects of Textbook Choice on Primary School Student’s Achievement in Mathematics. Studies in Educational Evaluation, 59, 133-140. https://doi.org/10.1016/j.stueduc.2018.07.005
LICENSE
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.