Mathematics teachers’ preferences in textbook characteristics

Abstract

This paper reports on a survey of secondary mathematics teachers' preferences in textbook characteristics and in the uses made of textbooks by them and their students. Teachers reported that characteristics related to student use of the books were important, ap paraently to enable students to use the books outside the classroorn.. The textbook appears not to figure prominently in the teaching process, the most important use being for student exercises both in class and for homework.

Exploring criteria for university mathematics teachers’ selection of calculus textbooks

“…However, the results of this study should be interpreted with caution: one of the study's limitations is its small sample size, which may not represent larger and more diverse populations of teachers, thus limiting the generalizability of its findings. Nevertheless, the selection criterion "Student-driven selection" identified as influential in this study aligns with the findings of other studies conducted in different times and regions of the world (Barry et al, 2017;Shield, 1989). This convergence of findings should not be interpreted as a statistical generalization of results but as an opportunity for the construction of analytical frameworks that include solid findings (Education Committee of the European Mathematics Society, 2011) and that can be applied in broader contexts, different from those where the study was conducted.…”

“…The results of this study reveal that the second most frequently mentioned selection criterion for calculus textbooks among teachers is “Student-driven selection.” This finding is consistent with other descriptive studies on the selection of textbooks by mathematics teachers. For example, in his study on teachers’ preferences in mathematics textbook characteristics, Shield (1989) found that the participating teachers emphasized the needs of the students in their statements about which textbook characteristics they prefer. Similarly, the study by Barry et al (2017) provides evidence that several prospective instructors participating in his study seem to be concerned about the needs of their students when choosing a mathematics textbook.…”

“…Some examples of these items are “It provides real problems to make students think,” “It contains a lot of exercises,” and “The sequence of topics in the book can be varied.” Shield found that the items rated as most important are that the textbook provides: (a) real problems to make students think; (b) the correct terms; (c) new words and symbols; (d) readable explanations for students; and (e) important ideas, rules and definitions. These results show an emphasis on students’ needs; in fact Shield (1989) concludes that mathematics teachers consider the textbook: “as primarily a source of exercises and problems for students to do both in class and at home. The textbook is also regarded as a reference for students for revision and to overcome difficulties with homework” (p. 14).…”

“…The first study we identified is that of Shield (1989), who investigates the preferences in mathematics textbook characteristics of 28 teachers teaching junior mathematics (teaching at lower secondary schools). He argues that institutional and commercial writers of textual materials work with little knowledge of teacher and student preferences about mathematics textbooks, and there is a lack of knowledge of how the textual materials are actually used by both groups.…”