A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts

Abstract

Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries.

Teachers’ Perception of the Suitability of Chinese School Year 6 Mathematics Textbook

“…Mathematics textbooks present and translate the abstract curriculum into procedural operation so teachers and pupils can implement the learning in reality (Huang et al, 2022). However, the functionality of mathematics textbooks differed among teachers.…”

“…The last principle is presentation, which requires mathematics learning content, including details such as pages, graphic suitability, fonts, instruction, language level, and many more, to show clearly and precisely. This principle has been discussed in detail in the textbook analysis framework by Huang et al (2022) and the discussion in the research of Boling et al (2004). This principle plays a vital role in designing primary school mathematics textbooks because a suitable presentation impacts the useability of the textbook itself, especially for primary school pupils.…”

A praxeological review of concept-sequence and series: Comparing Malaysia and Indonesia textbooks

“…Textbooks used by students can provide good learning opportunities (Baker, 2019;Kharisma, 2016;Pepin et al, 2013;Valverde et al, 2002) so the use of textbooks as teaching materials is very often found in the world of education (Can , 2021) . Textbooks are the main curriculum source consisting of an organized set of units (Huang et al, 2022). The content presented in curricula or textbooks is the result of a didactic transposition (Chevallard, 1992;Chevallard & Bosch, 2020) which is influenced by the different cultures and historis in each country (Kang & Kilpatrick, 1992).…”

“…School textbooks also offer important resources that a mathematics teacher relies on and relies on in choosing the learning approach to be used (Beaton et al, 1996;Fan & Zhu, 2000;Sun et al, 2009). It is therefore important to analyze and compare textbooks between countries to understand the various education systems around the world (Huang et al, 2022). Several studies also show that textbook analysis can provide an important means of explaining differences in student achievement (Reys et al, 2004;Zhu & Fan, 2006) as well as can explain differences in student performance in international comparative studies (Fuson et al, 1988;Li , 2000).…”

A Multi-criteria-Based Expert Modeling for Assessing the Textbook Quality

“…Moreover, textbooks reflect socio-cultural values, political ideologies that are distinct from the dissemination of knowledge. Indeed, at the level of UNESCO, the development and revision of textbooks and curricula was recognized as a high priority [2,3]. In June 2018, the First International Summit was held in London, where 14 countries came to the conclusion that the neglect of textbooks is a gross mistake in public policy and international comparisons reveal important principles of quality [4].…”