Abstract
This study analyzed how the earliest teaching and learning of probability was organized in Singapore, the US, and Indonesia through an analysis of textbook as an intended mathematics curriculum. An analytical framework was developed comprising four perspectives: representational forms, cognitive demand levels, contextual features, and organization of topics and its uniqueness. This study disclosed that the organization of the earliest teaching and learning of probability in the three countries focused on approximately similar topics, such as basic concepts of probability and probability measurements, although they were intended for different educational levels. Nevertheless, the uniqueness of the organization indicated that students in the three countries may receive different opportunity-to-learn in the earliest teaching and learning of probability in schools. In addition, Singaporean textbook had more exposure to higher-cognitive demand levels and written forms, while the US textbook put more concerns on lower-level demands and visual forms, Indonesian textbook included more proportions of lower- cognitive demand levels and written forms. Moreover, the three textbooks provided considerable opportunity to engage in real-life situations. Considering these results, more studies analyzing other standards-based textbooks and teaching practices might be needed to have further understanding of the organization of probability teaching and learning in schools.
Acknowledgment
Any opinions expressed here are those of the authors and do not necessarily reflect the views of Ministry of Science and Technology, Taiwan (Republic of China).
Notes on contributors
Der-Ching Yang, PhD, is a distinguished professor at National Chiayi University, Taiwan (R.O.C). His research interests focus on number sense, international comparative study, mathematics textbooks, and curriculum development.
Iwan Andi Jonri Sianturi, M.Ed., is a full-time research assistant at National Chiayi University, Taiwan (R.O.C). His research interests include number sense, international comparative study, mathematics textbooks, and curriculum development.
ORCID
Der-Ching Yang http://orcid.org/0000-0002-4685-4824
Iwan Andi Jonri Sianturi http://orcid.org/0000-0003-0770-9349