Algebra Exercises in Selected Grade 8 Mathematics Textbooks From the Philippines and Singapore: A Comparative Study

Date of Award

12-1-2022

Document Type

Thesis

Degree Name

Master of Science in Mathematics Education

First Advisor

Angela Fatima H. Guzon, PhD

Abstract

The curricula of the Philippines and Singapore use a spiral curriculum approach and they have centralized decision making for curriculum syllabi, textbooks, and examinations. Also, they appear to have a common goal which is to develop students’ problem-solving skills. Despite these similarities, the two countries performed differently in the TIMSS and PISA. From the TIMSS and PISA frameworks, a four- dimensional framework was formed and used to classify 3,336 algebra exercises in selected grade 8 mathematics textbooks from the two countries. All exercises were classified using these four dimensions: cognitive domain, mathematical process, contextual feature, and response form. The significant difference between the algebra exercises found in the Philippine textbooks and those in Singapore textbooks in every classification per dimension was determined using the two proportion z-test. Comparing the percentages, it was found that most of the algebra exercises present in the textbooks of the two countries are in application-level, intra-mathematical, closed- constructed, and require the use of employing process. However, based on the statistical test, results show that Philippine textbooks have significantly more algebra exercises that are in knowledge and reasoning-level, structured as selected-response items, have personal and intra-mathematical context, and require other processes. While, Singaporean textbooks have significantly more algebra exercises that are in application- level, structured as open-constructed items, have societal and scientific context, and involve the use of employing process. These results will hopefully guide textbook authors in constructing algebra exercises to improve students’ learning and performance in Mathematics.

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