KIDS?KIDS?

The Use of Textbook

and ....

Problems in Using TextbookProblems in Using Textbook

a court doing making a

decision on math

textbooks and curriculum?

The evidence concerning one possible basis for the poor

mathematical performance of United States students, was the content of the textbooks used in

their classes

The evidence concerning one possible basis for the poor

mathematical performance of United States students, was the content of the textbooks used in

their classes

• At the elementary-school level, it appears that Japanese math textbooks are poised to become an increasingly common sight in classrooms around the world. Japanese math textbooks now are being popular even in the United States and Singapore. It has been translated into English and other languages and are gaining popularity.

• Japan possesses high standards of basic math education and their textbooks that are rich in content. The textbook publishers are nevertheless pleased to see that their efforts are contributing to the improvement of instruction in arithmetic around the world.

• The main reason behind the popularity of Japanese textbooks abroad is that they explain the underlying concepts needed to solve mathematical problems”, while other math textbooks only contain superficial content that often overlaps between grade levels and focuses on memorizing information and completing exercises.

• Proponents of math education reform in the US have shown strong interest in the Japanese approach. “One math education expert points out that the teaching materials currently receiving acclaim outside Japan do not go beyond the level of basic arithmetic”.

The results of a detailed analysis of Japanese and U.S. mathematics textbooks for grades 1 through 12

• The study concludes that material contained in the Japanese elementary school textbooks is somewhat more advanced than in the U.S. texts and concepts and skills are likely to appear earlier in Japanese textbooks.

• The study discusses an analysis of secondary school textbooks in the United States and Japan. The paper concludes that U.S. textbooks may form an obstacle to the learning of mathematics because they are long, wordy, and repetitive.

• Over 70% of the document contain exhaustive summaries of the contents of the Japanese and U.S. elementary and secondary mathematics textbooks chosen for the study, arranged by concept and skill.

Many contents of these math text books were overlapped and repeated from previous grades to upper grades.

Topics were highly repetitive.

Approximately 20% of the contents were new and introduced into upper grade levels. 80% of the contents were re-taught from previous grades

It was found that the Chinese math textbooks covered fewer topics than the U.S. math textbooks for the same grade

Continued Continued US 7th and 8th grade students were still learning basic

arithmetic such as fractions, decimals, order of four operations, where Chinese students of the same grade moved on to algebra and geometry and trigonometry topics because the writer looked into Chinese mathematics textbooks from 6th grade to 8th grade

Chinese math textbooks would be compiled on the basis of these uniform standards/curricula even if each state wanted to have her own edition of mathematics textbooks because a coherent set of national standards/curriculum would help students gain their desirable academic achievement results

Problems in Using TextbookProblems in Using Textbook

Any Problems in the Textbook?

Any Problems in Using Textbook (a) Teacher’s Problems (b) Student’s Problems

How do We Use Mathematics Textbook in Teaching Mathematics ?

Japan Classroom full of Kid’s Work

Japan Classroom full of Kid’s Work

Example of JAPANESE Mathematics Textbook

For Primary School

Example of JAPANESE Mathematics Textbook

For Primary SchoolLINKLINK

Example of JAPANESE Mathematics Textbook

For Secondary School

Example of JAPANESE Mathematics Textbook

For Secondary School

LINKLINKPut Picture Here

Digital Textbook is developed by using ‘dbook’

Original Version of ‘dbook’ was develped by ZETA Inc., NPO URAP and Eigo UEHARA

International Version of ‘dbook’ is developed by

Assoc. Prof. Masami ISODA, CRICED, University of Tsukuba

http://math-info.criced.tsukuba.ac.jp/software/

HPM2010, Sao Carlos Federal Univ. & Recife HTEM 5SEAMEO Qitep in Mathematics

SEAMEO Qitep in Lanugage

Masami Isoda

Center for Research on International Cooperation in Educational Development, University of Tsukuba, Japan.

http://math-info.criced.tsukuba.ac.jp/software/dbook/dbook_eng/http://math-info.criced.tsukuba.ac.jp/software/

LINKLINK

http://math-info.criced.tsukuba.ac.jp/software/

• ‘dbook’ is a tool for developing digital textbooks.

• Digital textbooks can be created by importing existing textbooks as image files.

• Furthermore, interactive drawing tools can be embedded in the digital textbooks.

• The textbook data together with the drawing tools can be used interactively in classrooms

Using e-textbook with Interactive Board in Math classroom (Isoda et al. 2005)

RESEARCH RESEARCH

Ida Karnasih Supervisor : Assoc. Prof. Masami ISODA

January – February 2011

Ida Karnasih Supervisor : Assoc. Prof. Masami ISODA

January – February 2011

SUMMARY SUMMARY

• Textbook Used : “Matematika Konsep dan Aplikasinya” , Junior High School (Indonesia), Depdiknas 2008. The textbook was copied from internet on 8 January 2011.

• Indonesia E-textbook website: http://www.mtsppiu.sch.id/buku-pelajaran/download-buku-sekolah-elektronik-mts-smp

• Type of Research : Developmental Research with 3 steps: Planning, Development, Ealuation

• Product : Digital-Interactive Textbook , Unit Geometry for 7thGrade, 8thGrade , 9th Grade. Will be up-loaded in Internet under SEAMEO QITEP Mathematics and CRICED, Universit of Tsukuba.

• Tools used : Geometr Construction Language (GCL) and ‘dbook’ Softwares

• Instruments : Observation Checklist, Interview Guides for students and teachers, Video recording

LINKLINK

http://www.mtsppiu.sch.id/buku-pelajaran/download-buku-sekolah-elektronik-mts-smp

WHAT IS GCL?WHAT IS GCL?

LINKLINK

• Geometry Construction Language

• Why GCL?

• Can we Use other Software for dBook?

• Geometry Construction Language

• Why GCL?

• Can we Use other Software for dBook?

LINK LINK

LINKLINK

Sample Of Background of the

Book and Its Activities

Sample Of Background of the

Book and Its Activities

LINK Desktop\GCLEditor3-Eng

LINK Desktop\GCLEditor3-Eng

See the interactive activities to be embeded in the textbook for Figure 8.6.

LINK Desktop\GCLEditor3-Eng

LINK Desktop\GCLEditor3-Eng

See the interactive activities to be embeded in the textbook

Sample Of Background of the

Book and Its Activities

Sample Of Background of the

Book and Its Activities

LINK Desktop\GCLEditor3-Eng

LINK Desktop\GCLEditor3-Eng

Sample Of Background of the

Book and Its Activities

Sample Of Background of the

Book and Its Activities

LINKLINK

Use LESSON STUDY Approach to Improve the Digital-Interactive Textbook

Train Math Teachers and Educators on ‘GCL’ and ‘dbook’ and how to Use Digital textbook

Try – Out and evaluate of the Digital –Interactive Textbook has been Developed

Do Revision and Improvement based on the evaluation

Develop Digital Interactive Textbook Using ‘dbook” for:

Primary School Secondary School (to complete) High School First Priority is Geometry Unit Using ‘GCL’

and ‘dbook’