Proportion in school mathematics textbooks: A comparative study
This paper analyses how proportion is introduced and developed in selected mathematics textbooks for middle school students of Portugal, Spain, Brazil, and USA. The analysis focuses on the nature of the approach and on the cognitive demand, structure, and context of the tasks. The results show that...
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | article |
| Idioma: | eng |
| Publicado em: |
2011
|
| Assuntos: | |
| Texto completo: | http://hdl.handle.net/10451/4222 |
| País: | Portugal |
| Oai: | oai:repositorio.ul.pt:10451/4222 |