Changes in Attitudes Towards Textbook Task Modification Using Confrontation of Complexity in a Collaborative Inquiry: Two Case Studies

Abstract

This study examined how two middle school mathematics teachers changed from being reluctant to modify tasks in mathematics textbooks to having positive attitudes about textbook task modification. In order to successfully coordinate a curriculum revision with the textbooks they use, mathematics teachers need to be able to use their in-depth understanding of the intentions of both the revision and textbooks to modify and implement tasks appropriately. The two middle school teachers' cases in this study showed that it is possible to change teachers' negative attitudes about modifying tasks in mathematics textbooks if they explicitly understand the complexity in mathematics teaching and go through a sequence of activities that help them understand the revised curriculum in detail, interpret and modify textbook tasks, and implement the modified tasks and reflect on their implementation.