Teaching Multiplication: An Analysis of Elementary School Mathematics Teachers' Manuals from Japan and the United States
Teaching Multiplication: An Analysis of Elementary School Mathematics Teachers' Manuals from Japan and the United States
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乘法教学：日美小学数学教师手册分析
DOI：
10.1086/499745
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发表时间：
2003
期刊：
影响因子：
--
通讯作者：
Tad Watanabe
中科院分区：
文献类型：
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作者：
Tad Watanabe
本研究分析了日本和美国两本常用教材系列所附的教师手册对乘法运算的初步处理。本研究中包括的两个美国系列是《数字、数据和空间调查》和《我的世界中的数学》。收录的两个日文系列分别是《小学数学》和《新小学数学》。我检查了日语系列的二年级和三年级的手册、《我的世界里的数学》和《调查》三年级的手册。研究结果表明，尽管有许多共同的特点，比如在介绍运算时使用相等的集合上下文，以及强调帮助学生掌握基本事实的策略，但日本系列对乘法的处理与美国系列有很大不同。这些差异包括日本人强调乘数和乘数的区别，延迟处理1和0作为因数，以及在操作的介绍性讨论中严格使用水平符号。这些发现对美国教科书中乘法的处理提出了一些问题。
Teachers' manuals accompanying commonly used textbook series, 2 from Japan and 2 from the United States, were analyzed for their initial treatment of the multiplication operation. The 2 U.S. series included in this study were Investigations in Number, Data, and Space and Math in My World. The 2 Japanese series included were Shintei sansuu (Elementary School Mathematics) and Shinhen atarashli Sansuu (New Elementary School Mathematics). I examined the manuals for grades 2 and 3 in the Japanese series and Math in My World, and grade 3 in Investigations. The findings suggested that although there were a number of common features, such as use of the equal set context in the introduction of the operation and an emphasis on strategies to help students master basic facts, the Japanese series' treatment of multiplication was much different from both U.S. series. These differences included the Japanese emphasis on the multiplier and multiplicand distinction, the delayed treatment of 1 and 0 as factors, and the strict use of horizontal notation during the introductory discussion of the operation. These findings raise a number of questions about the treatment of multiplication in the U.S. textbooks.