Analysis of Function Concepts in Singapore Mathematics Textbook in Developing Critical Thinking
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Published:
Jun 28, 2022
Keywords:
Mathematics Textbook, Critical Thinking
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Abstract
The purpose of this study was to describe the form of the presentation of function concepts in Singapore mathematics textbooks as well as the potential for presenting the concept of function in developing critical thinking skills. This study uses descriptive qualitative research methods. Data sources were obtained from Singapore mathematics textbooks written by Dr. Joseph Yeo, Loh Cheng Yee, Teh Keng Seng, Neo Chai Meng, Ivy Chow, and Jacinth Liew under the consultation of Dr. Yeap Ban Ha entitled New Syllabus Mathematics Edition r. The critical thinking criteria used were adapted from the critical thinking criteria set by Facione (2015), which consisted of interpretation, analysis, evaluation, and inference. The results of the study show that the presentation of the concept of function in Singapore mathematics textbooks is presented deductively through investigative activities. While the potential presentation of function concepts in Singapore mathematics textbooks in developing critical thinking skills fulfills all aspects of predetermined critical thinking, namely interpretation, analysis, evaluation, and inference. This shows that the presentation of functional concepts in Singapore mathematics textbooks can develop critical thinking skills.
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How to Cite
Nursidrati, Lala Intan Komalasari, & Sofyan Syamratulangi. (2022). Analysis of Function Concepts in Singapore Mathematics Textbook in Developing Critical Thinking. Jurnal LENTERA: Jurnal Studi Pendidikan, 4(2), 1-14. https://doi.org/10.51518/lentera.v4i2.69
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References
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Wu, M. (2009). A comparison of PISA and TIMSS 2003 achievement results in mathematics. PROSPECTS, 39(1), 33–46. https://doi.org/10.1007/s11125-009-9109-y
Yang, D.-C. (2017). An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content. EURASIA Journal of Mathematics, Science and Technology Education, 13. https://doi.org/10.12973/eurasia.2017.00760a
Yeo, J., Seng, teh, Yee, loh, & chow, loh. (2014). Buku 2 New Syllabus Mathematics 7^th Edition. Shinglee publishers PTE LTD.
Zetriuslita, Z., Wahyudin, W., & Jarnawi, J. (2017). Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course. International Education Studies, 10(7), 65. https://doi.org/10.5539/ies.v10n7p65
Alajmi, A. H. (2012). How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait. Educational Studies in Mathematics, 79(2), 239–261. https://doi.org/10.1007/s10649-011-9342-1
arslan, serhat. (2015). Investigating Predictive role of Critical Thinking on Metacognition with Structural Equation Modeling. The Malaysian Online Journal of Educational Science, 3(2), 1–10.
Barger, J. (2013). Teaching Singapore Math: Evaluating Measures to Effectively Teach and Implement a New Mathematics Curriculum in 21 Elementary Schools. A journal of the Georgia Association of Teacher Educators, 14(1), 23–41.
denbel, D. G. (2015). Functions in the Secondary School Mathematics Curriculum. Journal of Education and Practice, 6(1), 77–81.
ERBAŞ, A., Alacaci, C., & bulut, mehmet. (2012). A Comparison of Mathematics Textbooks from Turkey, Singapore, and the United States of America. Educational Sciences: Theory & Practice, 12(3), 2324–2330.
Errington, A., & Bubna-Litic, D. (2015). Management by Textbook: The Role of Textbooks in Developing Critical Thinking. Journal of Management Education, 39(6), 774–800. https://doi.org/10.1177/1052562915594839
facione, P. (2015). Critical Thinking: What It Is and Why It Counts. pearson education.
Henriques, ana, & ponte. (2008). Actividades De Investigação Na Aprendizagem De Análise Numérica (Investigation activities and the learning of numerical analysis). Revista de Educação, 16(2), 5–32.
Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. B., & Mohamad, M. M. B. (2011). The Level of Marzano Higher Order Thinking Skillsamong Technical Education Students. International Journal of Social Science and Humanity, 121–125. https://doi.org/10.7763/IJSSH.2011.V1.20
husnaeni. (2016). The Enhancement of Mathematical Critical Thinking Ability of Aliyah Madrasas Student Model Using Gorontalo by Interactive Learning Setting Cooperative Model. Journal of Education and Practice, 7(8), 159–164.
kumar, R. . (2015). From “Following” to Going Beyond the Textbook: Inservice Indian Mathematics Teachers’ Professional Development for Teaching Integers. Australian Journal of Teacher Education, 40(12), 86–103.
Kuneni, E., Mardiyana, & Pramudya, I. (2017). The development of a valid discovery-based learning module to improve students’ mathematical connection. 1–6. https://doi.org/10.1063/1.4995164
Mullis, I., Martin, M., & Hooper, P. (2015). TIMSS (Trends in International Mathematics and Science Study) 2015 International Results in Mathematics. Boston: Internationl Study Center.
Nizam. (2016). Ringkasan Hasil-Hasil Asesmen Belajar dari Hasil UN, PISSA, TIMSS, INAP. Pusat Penilaian Pendidikan Badan Penelitian Dan Pengembangan Kementerian Pendidikan Dan Kebudayaan.
OECD. (2015). PISA (Programme for International Student Assesment) 2015 Result in focus.
ponte, J. (2007). Investigations And Explorations In The Mathematics Classroom. ZDM Mathematics Education, 39(5–6), 419 –430.
Su, H., Ricci, F., & Mnatsakanian, mamikon. (2016). Mathematical Teaching Strategies: Pathways to Critical Thinking and Metacognition. International Journal of Research in Education and Science, 2(1), 190–200.
Syahbana, ali. (2012). peningkatan kemampuan berpikir kritis matematika siswa SMP melalui pendekatan contextual teaching and learning. edumatika, 2(1), 45–57.
Tamimi, A. . (2018). Uses of mathematics textbooks for grade (4-8) as per basic concepts and questions levels in TIMSS Test:A study conducted in kingdom of saudi Arabia Schools. Journal Of Education And Learning, 7(2), 259–270.
Widyatiningtyas, R., Kusumah, yaya, Sumarmo, utari, & sabandar, jozua. (2015). THE IMPACT OF PROBLEM-BASED LEARNING APPROACH TOSENIOR HIGH SCHOOL STUDENTS’ MATHEMATICS CRITICAL THINKING ABILITY. IndoMS-JME, 6(2), 30–38.
Wijayanti, D., & Winslow, C. (2017). Mathematical practice in textbooks analysis: Praxeological reference models, the case of proportion. Journal of Research in Mathematics Education, 6(3), 307. https://doi.org/10.17583/redimat.2017.2078
Wu, M. (2009). A comparison of PISA and TIMSS 2003 achievement results in mathematics. PROSPECTS, 39(1), 33–46. https://doi.org/10.1007/s11125-009-9109-y
Yang, D.-C. (2017). An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content. EURASIA Journal of Mathematics, Science and Technology Education, 13. https://doi.org/10.12973/eurasia.2017.00760a
Yeo, J., Seng, teh, Yee, loh, & chow, loh. (2014). Buku 2 New Syllabus Mathematics 7^th Edition. Shinglee publishers PTE LTD.
Zetriuslita, Z., Wahyudin, W., & Jarnawi, J. (2017). Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course. International Education Studies, 10(7), 65. https://doi.org/10.5539/ies.v10n7p65