Affordances for developing mathematical proficiency in fraction word problems in South African textbooks

Abstract

Background: Performance in fraction word problems in primary school indicates that learners face challenges when working with fraction word problems, despite their frequent use of textbooks as learning materials.
Aim: This article presents a comparative analysis of three commonly used Grade 6 mathematics textbooks, with the objective of evaluating their potential to facilitate the development and promotion of mathematical proficiency in fraction word problems among learners.
Methods: Fraction word problems examples are analysed and compared across three commonly used Grade 6 textbooks using the five strands of mathematical proficiency.
Results: Findings across the textbooks revealed an emphasis on the promotion of procedural fluency and productive disposition. The under-representation of the other strands, however, may hinder a holistic development of mathematical proficiency in fraction word problems and hence limit learners’ exposure to a diverse range of word problems in the textbooks.
Conclusion: While the three selected Grade 6 mathematics textbooks are intended to promote the aims of the curriculum, their presentation on fraction worked-out examples and fraction word problems compromises an all-encompassing development of proficiency. This finding is pertinent to textbook developers as South Africa edges towards a new curriculum that will entail new textbook development.
Contribution: The study’s results address a significant practical gap in the three selected Grade 6 textbooks regarding the development of mathematical proficiency in the presentation of fraction word problems. The study also makes a methodological contribution by operationalising the five strands of mathematical proficiency for use in the analysis of examples (in textbooks).