Yoppy Wahyu Purnomo, Antika Asri Julaikah, Galuh Candra Aprilia Hapsari, Rina Cahyani Oktavia, Rizki Muhammad Ikhsan
Textbooks are one of the main resources for teaching and learning mathematics. This study examines the presentation of angle topics in 4th-grade mathematics textbooks in Indonesia and Singapore. The analysis focused on the general characteristics of the textbook and the nature of the mathematical tasks presented. The results showed that Indonesian mathematics textbooks are more likely to provide a more ample opportunity to learn than Singaporean textbooks based on the number and description of task activities. However, the distribution of items in each task activity in Singapore mathematics textbooks is more proportionate than in Indonesian mathematics textbooks. Concerning mathematical tasks, the findings show that the form of representation in Indonesian mathematics textbooks contains a more purely mathematical form, while Singapore's mathematics textbooks are dominated by visual form. Regarding contextual features, mathematical tasks in Indonesian and Singaporean mathematics textbooks are dominated by non-application forms. Closed tasks also dominate the response type of task for both textbooks. The implications of this finding can be applied to classroom teaching activities, as highlighted in the discussion section. © 2024 City University of New York. All rights reserved.
Department of Elementary, School Education, Universitas Negeri Yogyakarta, Sleman, Indonesia
