Real-World Problem-Solving Opportunities in Teaching Volume and Area in the Grade 9 Mathematics Textbook

Document Type : Original Article

Authors

1 Mathematics Department, Arak Branch, Islamic Azad University, Arak, Iran

2 Mathematics Department, Arak Branch, Islamic Azad Univerdity, Arak, Iran

10.48310/rme.2026.22845.1147

Abstract

This study examines the learning opportunities for real world problem solving presented in the topics of volume and area in the Grade 9 mathematics textbook. The main objective is to evaluate the extent to which the instructional content aligns with modern approaches to mathematics teaching and learning that emphasize the connection between mathematical knowledge and practical applications, as well as the development of problem solving skills in real life contexts. The research employed a descriptive analytical content analysis method. Data were categorized based on the conceptual framework proposed by Wijaya et al. (2015) and the levels of cognitive demand defined by the Programme for International Student Assessment (PISA). The findings indicate that a considerable proportion of the textbook problems (66.6%) lack explicit real world contexts. Moreover, 84.6% of the problems are presented with complete and unambiguous information, offering limited opportunities for students to practice managing incomplete information. In addition, most of the problems (84.8%) fall at lower cognitive demand levels—mainly reproduction of knowledge and connections—while only 15.4% invite students to engage in higher order cognitive processes such as mathematical inference and evaluation according to the PISA framework. This limitation may hinder students’ ability to apply mathematics effectively in complex, authentic situations. Therefore, it is recommended that future revisions of the instructional content emphasize enriching problem contexts with tangible applications, purposeful inclusion of tasks involving incomplete or redundant information, and enhancement of cognitive complexity levels

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