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Direct linkArthur Mungalu; Takuya Baba – International Journal of Comparative Education and Development, 2025
Purpose: This paper compared the treatment of whole number multiplication and division in syllabi and textbooks from Zambia, South Africa and Japan. Design/methodology/approach: In-depth topic trace mapping was applied to determine when whole number multiplication and division were taught in the syllabi and textbooks. Vertical analysis involved…
Descriptors: Foreign Countries, Multiplication, Division, Textbooks
