3. STUDENT ACHIEVE -MENT ? MATHS TEXT- BOOKS ? MATH CURRI- CULUM ? KIDS?

4. The Effective Use of Textbook Teacher’s Competency Textbook and other Facilities The Use of Textbook and....

5. Problems in Using Textbook

6. a court doing making a decision on math textbooks and curriculum?

8. The evidence concerning one possible basis for the poor mathematical performance of United States students, was the content of the textbooks used in their classes

9. At the elementary-school level, it appears that Japanese math textbooks are poised to become an increasingly common sight in classrooms around the world. Japanese math textbooks now are being popular even in the United States and Singapore. It has been translated into English and other languages and are gaining popularity. Japan possesses high standards of basic math education and their textbooks that are rich in content. The textbook publishers are nevertheless pleased to see that their efforts are contributing to the improvement of instruction in arithmetic around the world. The main reason behind the popularity of Japanese textbooks abroad is that they explain the underlying concepts needed to solve mathematical problems”, while other math textbooks only contain superficial content that often overlaps between grade levels and focuses on memorizing information and completing exercises. Proponents of math education reform in the US have shown strong interest in the Japanese approach. “One math education expert points out that the teaching materials currently receiving acclaim outside Japan do not go beyond the level of basic arithmetic”.

10. The results of a detailed analysis of Japanese and U.S. mathematics textbooks for grades 1 through 12 The study concludes that material contained in the Japanese elementary school textbooks is somewhat more advanced than in the U.S. texts and concepts and skills are likely to appear earlier in Japanese textbooks. The study discusses an analysis of secondary school textbooks in the United States and Japan. The paper concludes that U.S. textbooks may form an obstacle to the learning of mathematics because they are long, wordy, and repetitive. Over 70% of the document contain exhaustive summaries of the contents of the Japanese and U.S. elementary and secondary mathematics textbooks chosen for the study, arranged by concept and skill.

11.  Many contents of these math text books were overlapped and repeated from previous grades to upper grades.  Topics were highly repetitive.  Approximately 20% of the contents were new and introduced into upper grade levels. 80% of the contents were re-taught from previous grades  It was found that the Chinese math textbooks covered fewer topics than the U.S. math textbooks for the same grade

12. Continued  US 7th and 8th grade students were still learning basic arithmetic such as fractions, decimals, order of four operations, where Chinese students of the same grade moved on to algebra and geometry and trigonometry topics because the writer looked into Chinese mathematics textbooks from 6th grade to 8th grade  Chinese math textbooks would be compiled on the basis of these uniform standards/curricula even if each state wanted to have her own edition of mathematics textbooks because a coherent set of national standards/curriculum would help students gain their desirable academic achievement results

13. Problems in Using Textbook  Any Problems in the Textbook?  Any Problems in Using Textbook (a) Teacher’s Problems (b) Student’s Problems  How do We Use Mathematics Textbook in Teaching Mathematics ?

16. Japan Classroom full of Kid’s Work

18. Example of JAPANESE Mathematics Textbook For Primary School Example of JAPANESE Mathematics Textbook For Primary School LINK

19. Example of JAPANESE Mathematics Textbook For Secondary School Example of JAPANESE Mathematics Textbook For Secondary School LINK Put Picture Here

20. Digital Textbook is developed by using ‘dbook’  Original Version of ‘dbook’ was develped by ZETA Inc., NPO URAP and Eigo UEHARA  International Version of ‘dbook’ is developed by  Assoc. Prof. Masami ISODA, CRICED, University of Tsukuba  http://math-info.criced.tsukuba.ac.jp/software/ http://math-info.criced.tsukuba.ac.jp/software/

21. HPM2010, Sao Carlos Federal Univ. & Recife HTEM 5 SEAMEO Qitep in Mathematics SEAMEO Qitep in Lanugage Masami Isoda Center for Research on International Cooperation in Educational Development, University of Tsukuba, Japan. http://math-info.criced.tsukuba.ac.jp/software/dbook/dbook_eng/ http://math-info.criced.tsukuba.ac.jp/software/

22. LINK http://math-info.criced.tsukuba.ac.jp/software/

23. ‘dbook’ is a tool for developing digital textbooks. Digital textbooks can be created by importing existing textbooks as image files. Furthermore, interactive drawing tools can be embedded in the digital textbooks. The textbook data together with the drawing tools can be used interactively in classrooms

27. Using e-textbook with Interactive Board in Math classroom (Isoda et al. 2005)

30. RESEARCH Ida Karnasih Supervisor : Assoc. Prof. Masami ISODA January – February 2011

31. SUMMARY Textbook Used : “Matematika Konsep dan Aplikasinya”, Junior High School (Indonesia), Depdiknas 2008. The textbook was copied from internet on 8 January 2011. Indonesia E-textbook website: http://www.mtsppiu.sch.id/buku- pelajaran/download-buku-sekolah-elektronik-mts-smphttp://www.mtsppiu.sch.id/buku- pelajaran/download-buku-sekolah-elektronik-mts-smp Type of Research : Developmental Research with 3 steps: Planning, Development, Ealuation Product : Digital-Interactive Textbook, Unit Geometry for 7thGrade, 8thGrade, 9th Grade. Will be up-loaded in Internet under SEAMEO QITEP Mathematics and CRICED, Universit of Tsukuba. Tools used : Geometr Construction Language (GCL) and ‘dbook’ Softwares Instruments : Observation Checklist, Interview Guides for students and teachers, Video recording

32. LINK http://www.mtsppiu.sch.id/buku-pelajaran/download-buku-sekolah-elektronik-mts-smp

33. WHAT IS GCL? LINK Geometry Construction Language Why GCL? Can we Use other Software for dBook? Geometry Construction Language Why GCL? Can we Use other Software for dBook? LINK

34. Sample Of Background of the Book and Its Activities LINK Desktop\GCLEditor3-Eng LINK Desktop\GCLEditor3-Eng See the interactive activities to be embeded in the textbook for Figure 8.6.

35. LINK Desktop\GCLEditor3-Eng LINK Desktop\GCLEditor3-Eng See the interactive activities to be embeded in the textbook Sample Of Background of the Book and Its Activities

36. LINK Desktop\GCLEditor3-Eng LINK Desktop\GCLEditor3-Eng Sample Of Background of the Book and Its Activities

37. LINK

38. Use LESSON STUDY Approach to Improve the Digital- Interactive Textbook  Train Math Teachers and Educators on ‘GCL’ and ‘dbook’ and how to Use Digital textbook  Try – Out and evaluate of the Digital –Interactive Textbook has been Developed  Do Revision and Improvement based on the evaluation

39. Develop Digital Interactive Textbook Using ‘dbook” for:  Primary School  Secondary School (to complete)  High School First Priority is Geometry Unit Using ‘GCL’ and ‘dbook’