Mathematics learners and mathematics textbooks: a question of identity? Whose curriculum? Whose mathematics?

Abstract

One of the challenges for policy‐makers and educationalists today is to increase participation levels and success rates within the study of mathematics. Patterns of inclusion and exclusion in mathematics education are difficult to tie down but it is widely recognised that there are issues about ‘maths’ that affect participation. For learners, textbooks are a key element in both mathematical teaching and learning, and there is evidence that a reliance on textbooks can be a feature of classroom practice. The current study draws on a recent analysis of two schemes of mathematics textbooks used to deliver the curriculum in Scottish secondary schools. This small‐scale study explores learners' responses to different mathematics textbooks, with the focus of the study being on the relationship between perceptions of the mathematics curriculum and perceptions of identity. Using textual analysis and focus group discussions, we explored the research question: ‘Are learners able to see “self”, or their interests, represented within the textbook, curriculum content and examples chosen to contextualise it?’ The findings indicate that content selection and presentation of materials appear to influence learners' participation and success in mathematics, although a larger scale study would further illuminate these findings. In particular, findings indicated that in order to maximise learners' engagement with the subject, content selection should be realistic and relevant to their experiences and aspirations for future employment and career paths. The study also sets out a conceptual framework for the analysis of mathematics textbooks, to inform practitioners and publishers of key issues related to learners' identity with the subject matter.

Realistic Mathematics Education in Vietnam: Recent Policies and Practices

“…In fact, teachers' feedback was considered during the development of the curriculum to ensure consensus over the new teaching methods (Nicol and Crespo, 2006). US teachers rely heavily on textbooks for teaching (Macintyre and Hamilton, 2010), indicating successful implementation. Furthermore, the literature on American RME reveals an emphasis on the scientific approach to teachers' professional development (Lewis et al, 2009).…”

Moments of critical self-reflection of a transformative mathematics teacher

“…In our context, teachers in general and mathematics teachers in particular still have the misconception that textbook serves as a framework that helps teachers think about what is to be taught and how it will be taught. Macintyre and Hamilton (2010) mentioned that, in some countries, reliance on a main scheme or textbook can lead to an acceptance that the scheme is the curriculum. For instance, American statistics cited by Haggarty and Pepin (2002) suggested that about 50 per cent of teachers are textbook bound (as cited in Macintyre & Hamilton, 2010).…”

“…Macintyre and Hamilton (2010) mentioned that, in some countries, reliance on a main scheme or textbook can lead to an acceptance that the scheme is the curriculum. For instance, American statistics cited by Haggarty and Pepin (2002) suggested that about 50 per cent of teachers are textbook bound (as cited in Macintyre & Hamilton, 2010). In our context, the textbook which is full of algorithmic problems, dominates the early years of schooling even today.…”

Analisis kesesuaian materi buku teks Kemendikbud matematika kelas VII dengan Kurikulum 2013

“…Buku teks pelajaran memiliki kaitan yang erat kaitannya kurikulum (Mesa & Griffiths, 2012;Macintyre & Hamilton, 2010). Selain itu, buku teks pelajaran merupakan salah kebutuhan utama dalam pembelajaran (Mesa & Griffiths, 2012;Weinberg & Wiesner, 2011) dan merupakan media yang menjadi elemen kunci untuk meningkatkan keefektifan dalam pembelajaran (Macintyre & Hamilton, 2010). Dalam pelajaran matematika, buku teks pelajaran dapat membantu peserta didik dalam membangun pemahamannya terhadap matematika dan merepresentasikan matematika tersebut (Weinberg & Wiesner, 2011;Shield & Dole, 2012).…”

“…Penyajian materi yang baik juga didukung dengan materi yang dapat memotivasi siswa untuk belajar. Presentasi atau penyajian materi yang baik hendaknya dapat memotivasi siswa untuk mempelajari materi tersebut (Macintyre & Hamilton, 2010). Lebih lanjut dijelaskan bahwa penggunaan visual dalam bentuk gambar dapat meningkatkan motivasi siswa untuk mempelajari atau bahkan sekedar membaca materi yang disajikan.…”