How STEM content is presented in mathematics textbooks from the U.S. and China: a comparative study

Abstract

Abstract Background Science, Technology, Engineering, and Mathematics (STEM) content in mathematics education has gained increasing attention in various countries. However, despite the critical role that textbooks play in mathematics teaching and learning, existing research on mathematics textbooks has largely overlooked examining STEM content and their characteristics. This study aims to analyze the state-of-the-art of STEM content in U.S. and China’s middle school mathematics textbooks. Using content analysis, this study identified and examined 993 units of STEM content in Big Idea Maths (BIM), a U.S. series and 448 units in the People’s Education Press (PEP), a China series. For this study, a “unit” was either a single section or subsection, one to several paragraphs, or a picture/graph and its caption. Results The majority of the STEM content in both series were from the natural sciences (79.1% in BIM and 55.1% in PEP), in the study of number and algebra, and placed mostly in exercise, with few authentic contexts (i.e., using real-world situations or scenarios with authentic data) and limited information and communication technology (ICT) integration. The enriched-level STEM content (i.e., full integration of in-depth and a wide range of content knowledge) was very limited. The PEP series contained more from engineering and agriculture, and presented more in the main text; the BIM series presented more in statistics and probability, placed more in chapter previews, had more moderate-level content (i.e., partial integration of content knowledge) and a balanced distribution of authentic and non-authentic contexts in enriched-level content. Conclusion and implications The current STEM content, especially those at enriched-level, is limited. There are considerable differences in the distribution of STEM content in both series. Further studies are needed to explore the appropriate proportion of different types of STEM content in developing mathematics textbooks, for example, how to better integrate STEM content from technology and engineering disciplines, into the study of shapes and geometry, with authentic contexts and ICT. Moreover, while enriched-level STEM content provides practitioners and textbook developers with easily accessible inspiration and references to design STEM-related activities in mathematics classrooms, how this content could effectively scaffold practical classroom teaching merits future study.

Keywords

• Interdisciplinary education
• STEM content in textbooks
• Mathematics textbook research
• International comparison