ISSN: 2226-6348
Open access
Mathematics textbooks are a critical resource during teaching and learning sessions in many classrooms. Therefore, the research sought to identify the Mathematics teachers' perception of the specific aspects of the selected Mathematics textbook: (i) usage level, (ii) content, (iii) activities and exercises, (iv) graphic style, and illustration. The data were collected through a questionnaire from a total of 35 primary school mathematics teachers who volunteered to be the research participants. Data were analyzed using descriptive analysis, and the results showed that the overall mean of mathematics teachers' perceptions is at a high level. This study may contribute to the development of a comprehensive textbook that capable of enhancing pupils' understanding and mastery of mathematics subjects.
Alkhateeb, M. A. (2019). Assessing eighth-grade mathematics teachers and textbook in embodying thinking levels. International Journal of Instruction 12(1): 371-388.
Al Tamimi, A. R. (2018). Uses of mathematics textbooks for grade (4-8) as per basic concepts and questions levels in TIMSS test: A study conducted in Kingdom of Saudi Arabia Schools. Journal of Education and Learning 7(3): 259-270. https://doi.org/10.5539/jel.v7n3p259
Benavot, A., & Jere, C. (2016). Gender bias is rife in textbooks. Retrieved from: https://gemreportunesco.wordpress.com.
Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning. Evidence-based guidelines to manage cognitive load. Pfeiffer.
Cooper, J. L., Sidney, P. G., & Alibali, M. W. (2018). Who benefits from diagrams and illustrations in math problems? Ability and attitudes matter. Applied Cognitive Psychology 32(1): 24-38. https://doi.org/10.1002/acp.3371
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Thousand Oaks.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika 16: 297-334.
Davis, J. D., Choppin, J., Drake, C., McDuffie, A. R., & Carson, C. (2018). US middle school mathematics teachers’ perceptions of the standards for mathematical practice by textbook type. International Journal of Research in Education and Science, 4(1), 55-68. https://doi:10.21890/ijres.382934.
Fan, L. (2013). Textbook research as scientific research: Towards a common ground on issues and methods of research on mathematics textbooks. ZDM Mathematics Education 45, 765–777. https://doi.org/10.1007/s11858-013-0530-6.
Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM Mathematics Education 45: 633–646. https://doi.org/10.1007/s11858-013-0539-x
Gates P. (2018) The importance of diagrams, graphics and other visual representations in STEM teaching. In: Jorgensen R., Larkin K. (eds) STEM Education in the Junior Secondary. Singapore: Springer. https://doi.org/10.1007/978-981-10-5448-8_9
Gracin, G. D. (2018). Requirements in mathematics textbooks: A five-dimensional analysis of textbook exercises and examples. International Journal of Mathematical Education in Science and Technology, 49(7), 1003-1024.
https://doi.org/10.1080/0020739X.2018.1431849
Hong, D. S., & Choi, K. M. (2018). Reasoning and proving opportunities in textbooks: A comparative analysis. International Journal of Research in Education and Science 4(1): 82-97.https://doi:10.21890/ijres.382937
Jasmi, K. A., Ilias, M. F., Tamuri, A. H., & Hamzah, M. I. M. (2011). Amalan penggunaan bahan Bantu mengajar dalam kalangan guru cemerlang Pendidikan Islam sekolah menengah di Malaysia. Journal of Islamic and Arabic Education 3(1): 59-74.
Jones, D. L., Brown, M., Dunkle, A., Hixon, L., Yoder, N., & Silbernick, Z. (2015). The statistical content of elementary school mathematics textbooks. Journal of Statistics Education 23(3), 1-22. https://doi.org/10.1080/10691898.2015.11889748
Kersten?Parrish, S., & Dallacqua, A. K. (2018). Three graphic nonfiction series that excite and educate. The Reading Teacher 71(5): 627-633. https://doi.org/10.1002/trtr.1683
Kim, D., & Bolger, M. (2016). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education 15(4): 587–605. https://doi.org/10.1007/s10763-015-9709-3
Kul, Ü., Sevimli, E., & Aksu, Z. (2018). A Comparison of mathematics questions in Turkish and Canadian school textbooks in terms of synthesized taxonomy. Turkish Journal of Education, 7(3), 136-155. https:// doi:10.19128/turje.395162
Landell, K. (1997). Management by menu. Wiley and Sons Inc.
Lessani, A., Yunus, A. S. M., Tarmiz, R. A., & Mahmud, R. (2014). Why Singaporean 8th grade students gain highest mathematics ranking in TIMSS (1999-2011).
Mahamod, Z., Itam, M. A.,
In-Text Citation: (Samat & Rosli, 2020)
To Cite this Article: Samat, A. A., & Rosli, R. (2020). Exploring Teachers’ Perceptions of Primary School Mathematics Textbook. International Journal of Academic Research in Progressive Education and Development, 9(1), 286–300.
Copyright: © 2020 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode