Comparison of Problem-Solving Strategies in Middle-Grade Mathematics Textbooks

Safdar Hussain


This study compared the problem-solving activities imbedded in two selected mathematics textbooks of middle-grade. The purpose in this study was to analyze the quality and adequacy of proficiency-based instructional methods that are appropriate for the development of problem-solving skills in students. A validated framework designed for the analysis of proficiency-based textbook materials was used to determine the evidences for appropriateness and quality activities in Geometry portion of selected textbooks. The results showed that the NSM contained significantly more quality tasks with a variety of complexities, more open-ended and non-routine problems as compared to M8. The findings also revealed that NSM was seen to be effective and appropriate for development of problem-solving skills in students whereas, M 8 mostly used routine procedures with few connections to daily life. The results of this study will have greater significance for curriculum developers, textbook authors, textbook analysis experts and school administrators.



Curriculum, Geometry, Instructional Methods, Mathematics Proficiency

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