Building a guide to analyse mathematics textbooks based on the didactical suitability theory

Abstract

A textbook lesson can be considered as a potential or planned instructional process proposed by the author’s book, which can help the teacher to design and implement an effective instructional process. This permits the application of didactical analysis tools of the onto-semiotic approach to mathematical knowledge and instruction in order to assess the didactical suitability of the instructional process, identify possible conflicts of meaning and potential improvements. In this article, we describe the process of developing a Mathematics Textbook Lesson Analysis Guide using the didactical suitability theory and its operational breakdown into components, subcomponents and indicators. The formulation of the suitability criteria, as rules that permit to guide an informed assessment of the suitability of a teaching and learning process, has led us to carry out a content analysis of the key research on textbook analysis and the consensus adopted in the research community regarding the suitability criteria. Assuming that a mathematics teacher has decided to use a textbook lesson as a resource to help the teaching and learning process of some mathematical content, the analysis guide is presented as a tool that allows the teacher to assess the didactical suitability and facilitate the making of informed decisions about the lesson use in the classroom.