Research Article

An analysis of semantic structures of addition and subtraction word problems used in primary two mathematics textbooks

Tristan Matthew Wee 1 , Kai Kow Joseph Yeo 1 *
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1 National Institute of Education, Nanyang Technological University, Singapore, SINGAPORE* Corresponding Author
Contemporary Mathematics and Science Education, 5(2), 2024, ep24011, https://doi.org/10.30935/conmaths/14690
Published Online: 11 June 2024, Published: 01 July 2024
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ABSTRACT

In this study, addition and subtraction word problems based on the semantic structures are analyzed in the sole primary two mathematics textbooks and accompanying workbooks used in Singapore. Based on a conceptual coding framework, the word problems were coded accordingly. The results revealed a significant representation of combine and compare structures across all contents in both the textbooks and accompanying workbooks. In particular, the lack of word problems involving change structure suggests an unequal distribution of the semantic structures. Based on the findings, it is recommended that educators and textbook authors to be aware in providing students the opportunity to be equally exposed to the various semantic structures in the teaching and learning of both the addition and subtraction word problems.
Keywords: textbook analysis, mathematics textbooks, semantic structures, additive word problems, primary level, elementary level

CITATION (APA)

Wee, T. M., & Yeo, K. K. J. (2024). An analysis of semantic structures of addition and subtraction word problems used in primary two mathematics textbooks. Contemporary Mathematics and Science Education, 5(2), ep24011. https://doi.org/10.30935/conmaths/14690

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