izvorni znanstveni rad
In this paper, we aim to partially characterize the way of teaching mathematics, specifically the initial learning of multiplication in the Croatian education system. Because teaching is a socio-cultural phenomenon, in describing it, it is necessary to step out of the cultural frame, since only then one can notice some of its attributes that from the inside appear to be self-evident. For this reason, we compared the treatment of initial multiplication learning, including the multiplications table, in textbooks from Croatia and Singapore. In the analysis of the textbooks we used an adapted framework from Charalambous, Delaney, Hsu and Mesa (2010) that looks at a textbook as an environment for construction of knowledge of a single mathematical concept.
mathematics textbooks, analysis of concept construction, initial multiplication
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