An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation

Gene, Konstantina; Zacharos, Konstantinos; Lavidas, Konstantinos; Koustourakis, Gerasimos

doi:10.32591/coas.ojer.0201.01001g

Cited by 5 publications

(5 citation statements)

References 23 publications

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“…A fundamental categorization of mathematics concepts falls under five broad branches: Numbers and operations, measurements, geometry, algebra and arithmetic, and data analysis and probability. The classification of mathematical knowledge and content aligns with the curriculum, reflecting clear boundaries that segregate mathematical knowledge from other subjects on the curriculum (Gene, 2018). This discrete classification underscores the "mathematical purity" of textbook content, segregating it from other subject matter in the educational sphere.…”

Section: Clarity and Precision In Explanationsmentioning

confidence: 79%

“…Secondary school mathematics textbooks structure their teaching units with two or three activities, some requiring formal exercises and others demanding a more investigative approach from students. These activities culminate in generalizations with the presentation of rules, accompanied by examples of solved exercises (Gene, 2018).…”

Section: Clarity and Precision In Explanationsmentioning

confidence: 99%

“…Textbooks, within the educational framework, serve as tools for guiding teachers, shaping their pedagogical approaches, and facilitating the teaching-learning process to align with the developmental capacities of students (Gene, 2018). The dependence on mathematics textbooks, as uncovered by Fan et al (2013), is more pronounced compared to textbooks in other subjects, as they are often the chief resource upon which teachers base their instruction (Grouws et al, 2004).…”

Section: Pedagogical Approachmentioning

confidence: 99%

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A refined framework for qualitative content analysis of mathematics textbooks

Zeynivandnezhad,

Saralar-Aras,

Halai

2024

EURASIA J Math Sci Tech Ed

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Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.

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Section: Clarity and Precision In Explanationsmentioning

confidence: 79%

Section: Clarity and Precision In Explanationsmentioning

confidence: 99%

Section: Pedagogical Approachmentioning

confidence: 99%

See 1 more Smart Citation

A refined framework for qualitative content analysis of mathematics textbooks

Zeynivandnezhad,

Saralar-Aras,

Halai

2024

EURASIA J Math Sci Tech Ed

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show abstract

“…While it is impossible to say with absolute certainty that they are, standards that are reflected in student textbooks are a strong indication that to some degree the standards are implemented. Research has shown that textbooks play a major role in determining what is to be taught and the experiences students encounter (Gene, 2018). Textbooks are a tool that translate standards into classroom interactions.…”

Section: Standards Alone Cannot Change What Is Taughtmentioning

confidence: 99%

Primary School Mathematics Education Curricula in the United States and Latvia

Cirulis¹,

Helmane²

2023

To Be or Not to Be a Great Educator

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Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic staff and cooperation in training future teachers, it was possible to evaluate and compare mathematics curricula in both countries. The aim of this paper is to do a preliminary analysis of the content of the basic education curricula in Latvia and U.S., focusing specifically on geometry and measurement, and seek data about the impact of the Standards on learning. The study, using document analysis, reviews the competency-based approach taken in Latvia’s Skola2030 (School2030), and compares it to the Common Core State Standards, implemented in the U.S. A review of the similarities and differences in the content and sequencing is explored. Reviewing the mathematics content in both countries showed more similarities than differences in geometry and measurement. The study looked at not only the mathematical content of the standards but also the approach both countries’ standards take in developing students’ conceptual understanding of primary mathematics to promote mathematical literacy for all students.

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“…The textbook receives attention from the international research community on mathematics education during the last few decades (Lianghuo Fan, 2011). The mathematics textbook is the leading media on which the teachers lay their teaching (Gene, Zacharos, Lavidas, & Koustourakis, 2018). It has been noted that the use of different mathematics textbooks by teachers leads to the adoption of different teaching strategies (L Fan & Kaeley, 1998).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Mathematics Problems in the 2013 Curriculum and Cambridge Curriculum Mathematics Textbooks

Iskandar

Raditya

Pradipta

2021

KJPM

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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.

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An Analysis of School Mathematics Textbooks in Terms of Their Pedagogical Orientation

Cited by 5 publications

References 23 publications

A refined framework for qualitative content analysis of mathematics textbooks

A refined framework for qualitative content analysis of mathematics textbooks

Primary School Mathematics Education Curricula in the United States and Latvia

Analysis of Mathematics Problems in the 2013 Curriculum and Cambridge Curriculum Mathematics Textbooks

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