Comparing the Inculcation of the Value of Rationalism from the Australia and Malaysia Mathematics Textbooks

Authors

  • Mohd Uzi DOLLAH
  • Wanty WIDJAJA

Keywords:

Mathematical values, Value of rationalism, Reason, Explanation, Abstraction, Logical thinking, Theorem and hypothetical reasoning

Abstract

This research seeks to compare the inculcation of the value of rationalism through the form four mathematics textbooks from Victoria (Australia) and Malaysia. One textbook is analyzed from each of the countries. Two chapters were chosen from both of the textbooks, namely Linear Equations and Trigonometry. Contents analysis was used to analyse evidence of the value of rationalism. Five characteristics of the value of rationalism are identified namely reason, explanation, abstraction, logical thinking and theorem. We found inculcation of the value of rationalism was moderate. However, the value of rationalism with characteristics of hypothetical reasoning was missing from both of the textbooks. Both textbooks inculcate   the value of rationalism with characteristics of reasons  fairly moderately.  The inculcation of the value of rationalism with the characteristic of explanation appeared significantly in both textbooks. In contrast, the inculcation of the value of rationalism with characteristics of abstraction and theorem appeared only in the Mathematics Form 4 of the Malaysian textbook. This study highlights the need to inculcate the value of rationalism more thoroughly, especially the value of rationalism with characteristics of reason, hypothetical reasoning and logical thinking. The inclusion of the value of rationalism in the mathematics textbooks will enable students to understand mathematical concepts more deeply and meaningfully.
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Published

2018-08-18

How to Cite

DOLLAH, M. U., & WIDJAJA, W. (2018). Comparing the Inculcation of the Value of Rationalism from the Australia and Malaysia Mathematics Textbooks. The Eurasia Proceedings of Educational and Social Sciences, 9, 261–268. Retrieved from https://epess.net/index.php/epess/article/view/414

Issue

Vol. 9 (2018)

Section

Articles

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Copyright (c) 2018 The Eurasia Proceedings of Educational and Social Sciences

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