Open AccessHow do Indonesian elementary school mathematics textbooks introduce fractions?
Author(s) -
Tati Rahmawati,
Sambang Pangesti,
Ishaq Nuriadin,
Meyta Dwi Kurniasih,
Yoppy Wahyu Purnomo
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1581/1/012024
Subject(s) - mathematics education , curriculum , construct (python library) , indonesian , focus (optics) , everyday life , computer science , pedagogy , mathematics , psychology , political science , linguistics , philosophy , physics , law , optics , programming language
This research aimed to analyze and describe the approach that was used to introduce the concept of fractions in elementary school mathematics textbooks. There were six 3 rd grade of elementary school mathematics textbooks that represented two curriculums which were the 2006 curriculum and the 2013 curriculum that were included in the analysis. Vertical analysis of textbook research was conducted to focus on how the concept of fractions was introduced in the textbooks for each curriculum. The results of the research indicated that all the books included in the analysis only used one construct of fractions, which was as part-whole, to introduce fractions. This could cause the students to be narrow-minded about fractions and its implementations for further materials and in everyday life. Further discussion about the results can be seen in this article.