Comparative implications of mathematical literacy between Taiwanese, Singaporean, and Brazilian textbooks: Using the Pythagorean theorem as an example

Abstract

Developing students’ mathematical literacy is the primary goal of math education, and textbooks play a crucial role in this endeavor. In this study, we analyzed mathematics textbooks used in Taiwan, Singapore, and Brazil from the perspective of PISA mathematical literacy. Focusing on the Pythagorean theorem, we analyzed three dimensions (content structure, mathematical competencies, and modeling process) to provide a framework for elucidating the meaning and implications of mathematical literacy in textbooks. The results indicated that textbooks used in Singapore and Taiwan possessed a similar content structure, whereas only the “Using Symbols, Operations, and Formal Language” and “Reasoning and Argument” competencies were similar in all three textbooks. Some aspects of the modeling process, such as “Formulating,” “Employing,” and “Interpreting or Checking,” were presented differently in each textbook. In short, the meaning and implications of mathematical literacy presented in these textbooks differed, although students’ PISA performance was similar in Taiwan and Singapore. The results of this study may serve as a reference for developing mathematical literacy when writing textbooks.