Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
An Analysis of Sustainable Activities in Japanese, Korean, and Singaporean Elementary Mathematics Textbooks
1
Sintanjin Elementary School, SOUTH KOREA
2
Department of Elementary Education, Korea National University of Education, SOUTH KOREA
Publication date: 2022-02-01
EURASIA J. Math., Sci Tech. Ed 2022;18(2):em2080
KEYWORDS
comparative studyeducation for sustainable developmentelementary mathematicstextbookssustainable activity
ABSTRACT
The purpose of the study was to explore how contents related to sustainable development were
presented in Japanese, Korean, and Singaporean elementary mathematics textbooks. For this
purpose, the contents in the textbooks were analyzed at both macro and micro levels through a
mixed method research. The results showed that the sustainability-related contents were included
from the third or fourth grade in all the textbooks. The related contents were involved to
mathematics content domains of Numbers and Operations, Pattern, and Data and Possibilities.
The sustainability-related contents were used both to introduce and to apply mathematical
concepts or principles. Most of the sustainable development activities led students to solve
problems by using the mathematical contents they had learned, while some other activities
induced students to consider sustainability as well as to solve problems. This study is expected to
give implications for textbook developers and teachers to connect sustainable development
meaningfully to elementary mathematics education.
REFERENCES (57)
2.
Australian Curriculum Assessment and Reporting Authority. (2015). Sustainability. https://www.acara.edu.au/curri....
3.
Bartusevica, A., & Cedere, D. (2003). Eco-team formation in Latvia and their role in environmental education. Journal of Baltic Science Education, 2(4), 5-11.
4.
Barwell, R. (2018). Some thoughts on a mathematics education for environmental sustainability. In P. Ernest (Ed.), The philosophy of mathematics education today (pp. 145-160). Springer. https://doi.org/10.1007/978-3-....
5.
Bayda, N. I., & Sutliff, G. (2020). Comparing extracted and stipulated definitions in Algebra 1 textbooks and Khan Academy. International Electronic Journal of Mathematics Education, 15(2), em0579. https://doi.org/10.29333/iejme....
6.
Board of Studies New South Wales (2012). NSW syllabus for the Australian curriculum: Mathematics K–10 syllabus. https://educationstandards.nsw....
7.
Charalambous, C. Y., Delaney, S., Hsu, H., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Mathematical Thinking and Learning, 12(2), 117-151. https://doi.org/10.1080/109860....
8.
Choy, B. H., Lee, M. Y., & Mizzi, A. (2020). Insights into the teaching of gradient from an exploratory study of mathematics textbooks from Germany, Singapore, and South Korea. International Electronic Journal of Mathematics Education, 15(3), em0592. https://doi.org/10.29333/iejme....
9.
Collars, C., Koay, P. L., Lee, N. H., Ong, B. L., & Tan, C. S. (2014a). Shaping maths coursebook 3A. Marshall Cavendish.
10.
Collars, C., Koay, P. L., Lee, N. H., Ong, B. L., & Tan, C. S. (2014b). Shaping maths coursebook 5A. Marshall Cavendish.
11.
Collars, C., Koay, P. L., Lee, N. H., Ong, B. L., & Tan, C. S. (2014c). Shaping maths coursebook 5B. Marshall Cavendish.
12.
Collars, C., Koay, P. L., Lee, N. H., Ong, B. L., & Tan, C. S. (2014d). Shaping maths coursebook 6A. Marshall Cavendish.
13.
Collars, C., Koay, P. L., Lee, N. H., Ong, B. L., & Tan, C. S. (2014e). Shaping maths coursebook 6B. Marshall Cavendish.
14.
Elliott, S., & Davis, J. (2009). Exploring the resistance: An Australian perspective on educating for sustainability in early childhood. International Journal of Early Childhood, 41(2), 65-77. https://doi.org/10.1007/bf0316....
15.
Fan, L., & Zhu, Y. (2007). Representation of problem-solving procedures: A comparative look at China, Singapore, and US mathematics textbooks. Educational studies in Mathematics, 66(1), 61-75. https://doi.org/10.1007/s10649....
16.
Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM, 45(5), 633-646. https://doi.org/10.1007/s11858....
17.
Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: A review of the research literature. Environmental Education Research, 21(7), 975-990. https://doi.org/10.1080/135046....
18.
Hesse-Biber, S. N. (2010). Mixed methods research: Merging theory with practice. The Guilford Press. https://doi.org/10.1177/147332....
19.
Joutsenlahti, J., & Perkkilä, P. (2019). Sustainability development in mathematics education: A case study of what kind of meanings do prospective class teachers find for the mathematical symbol “2/3”?. Sustainability, 11(2), 457. https://doi.org/10.3390/su1102....
20.
Kang, W. (2010). A content analysis of education for sustainable development in 2007 revised middle school environment textbooks. Korea Association of Geographic and Environmental Education, 18(3), 339-354. https://doi.org/10.17279/jkage....
21.
Kennelly, J., Taylor, N., & Serow, P. (2011). Education for sustainability and the Australian curriculum. Australian Journal of Environmental Education, 27(2), 209-218. https://doi.org/10.1375/ajee.2....
22.
Levin, S. (2015). What mathematics can do for sustainability. Bulletin of Mathematical Biology, 77(2), 251-253. https://doi.org/10.1007/s11538....
23.
Li, Y. (2000). A comparison of problems that follow selected content presentations in American and Chinese mathematics textbooks. Journal for Research in Mathematics Education, 31, 234-241. https://doi.org/10.2307/749754.
24.
Li, Y., Chen, X., & An, S. (2009). Conceptualizing and organizing content for teaching and learning in selected Chinese, Japanese and US mathematics textbooks: The case of fraction division. ZDM, 41(6), 809-826. https://doi.org/10.1007/s11858....
25.
Liu, Z., Yang, H. C., & Shiau, Y. C. (2020). Investigation on evaluation framework of elementary school teaching materials for sustainable development. Sustainability, 12(9), 3736. https://doi.org/10.3390/su1209....
26.
Martínez-Medina, R., & Arrebola, J. C. (2019). Analysis of sustainability activities in Spanish elementary education textbooks. Sustainability, 11(19), 5182. https://doi.org/10.3390/su1119....
27.
McKeown, R., Hopkins, C. A., Rizi, R., & Chrystalbridge, M. (2002). Education for sustainable development toolkit. Energy, Environment and Resources Center, University of Tennessee. https://www.ramsar.org/sites/d....
28.
Miedijensky, S., & Abramovich, A. (2019). Implementation of “education for sustainability” in three elementary schools-what can we learn about a change process? EURASIA Journal of Mathematics, Science and Technology Education, 15(10), 1754. https://doi.org/10.29333/ejmst....
35.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International results in mathematics and science. Boston College, TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/t....
36.
Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18(3), 423-434. https://doi.org/10.1080/135029....
37.
Renert, M. (2011). Mathematics for life: Sustainable mathematics education. For the Learning of Mathematics, 31(1), 20-26.
38.
Rezat, S., Fan, L., & Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. ZDM, 53(6), 1189-1206. https://doi.org/10.1007/s11858....
39.
Rode, H., & Michelsen, G. (2008). Levels of indicator development for education for sustainable development. Environmental Education Research, 14(1), 19-33. https://doi.org/10.1080/135046....
40.
Roe, J., deForest, R., & Jamshidi, S. (2018). Mathematics for sustainability. Springer. https://doi.org/10.1007/978-3-....
41.
Serow, P. (2015). Education for sustainability in primary mathematics education. In N. Taylor., F. Quinn., & C. Eames. (Eds.), Educating for sustainability in primary schools: Teaching for the future (pp. 177-194). Sense Publisher. https://doi.org/10.1007/978-94....
42.
Stein, M. K., Remillard, J., & Smith, M. S. (2007). How curriculum influences student learning. Second Handbook of Research on Mathematics Teaching and Learning, 1(1), 319-370.
43.
Summers, M., & Kruger, C. (2003). Teaching sustainable development in primary schools: Theory into practice. Curriculum Journal, 14(2), 157-180. https://doi.org/10.1080/095851....
44.
The World Commission on Environment and Development. (1987). Our common future. Oxford University Press. https://doi.org/10.2307/262152....
52.
Törnroos, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, 31(4), 315-327. https://doi.org/10.1016/j.stue....
53.
UN. (2015). United nations sustainable development summit 2015. https://sustainabledevelopment....
54.
UNESCO. (2012). Education for sustainable development sourcebook. https://unesdoc.unesco.org/ark....
55.
Woo, Y. L., Mokhtar, M., Komoo, I., & Azman, N. (2012). Education for sustainable development: a review of characteristics of sustainability curriculum. OIDA International Journal of Sustainable Development, 3(8), 33-44.
56.
Yuniarti, Y. S., Hasan, R., & Ali, M. (2019). Competencies of education for sustainable development related to mathematics education in senior high school. Journal of Physics: Conference Series, 1179(2019), 1-7. https://doi.org/10.1088/1742-6....
57.
Zehetmeier, S., & Krainer, K. (2011). Ways of promoting the sustainability of mathematics teachers’ professional development. ZDM, 43(6-7), 875-887. https://doi.org/10.1007/s11858....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
