The use of the textbook as an artefact in the classroom

Secondary school students’ use and perceptions of textbooks in mathematics learning: A large-scale investigation in China

“…In the interviews, we found these results were related to teachers’ ways of textbook use and ways of intervention with students. According to teachers’ responses, teachers’ ways of textbook use involved direct use, indirect use, and absence of use ( Jukić Matić and Glasnović Gracin, 2016 ) and teachers’ ways of intervention with students were intertwined in direct (specific/general)/indirect and obligatory/voluntary ( Rezat, 2012 ), as shown in Table 7 .…”

“…But there were fewer differences in reasons of textbook use among students taught by teachers with different demographic variables. This finding was related to teachers' ways of textbook use and ways of intervention with students, behind that were teachers' knowledge and beliefs about mathematics textbooks (Rezat, 2013;Jukić Matić and Glasnović Gracin, 2016). According to the interviews, female teachers and teachers with bachelor's degrees or lower, who were more likely to regard textbooks as the decisive tools to complete the teaching task, would tend to use mathematics textbooks faithfully and explicitly ask 10.3389/fpsyg.2023.1132184 students to use specific section.…”

“…(3) For what purposes do you use the text components? According to Jukić Matić and Glasnović Gracin (2016) questions and Rezat’s (2012) conceptualization, the protocol of teacher interview was developed with three questions: (1) How do you usually prepare a mathematics lesson? (2) What proportion of your teaching content in class comes from mathematics textbooks?…”

“…Students’ grade levels and beliefs of mathematics become important factors which influence students’ use of mathematics textbooks. Regarding textbook factors, students’ use of mathematics textbooks is influenced by content, structure and formats of textbooks ( Jukić Matić and Glasnović Gracin, 2016 ). Österholm (2006) recruited 61 secondary and 34 university students to compare their reading comprehension of one historical text and two mathematical texts, both of which presented basic concepts of group theory, but one did it using mathematical symbols, whereas the other only used natural language.…”

Towards coherent structure of mathematics course books: Analysis of course books according to structural blocks of TIMSS research

“…Такође, неопходно је праћење развоја уџ-беника математике без којих је тешко замисли-ти промене у начину поучавања (Fan et al, 2013;Jukić Matić, Glasnović Gracin, 2016). Поставља-мо питање да ли смо могли да очекујемо побољ-шање постигнућа у новом циклусу ТИМСС 2015 ако знамо да Наставни програм у Србији није суштински мењан протеклих година, па доне-кле ни сами уџбеници, осим што су се из радних претворили у такозване нерадне, и то са веома формалним променама.…”