This study investigates secondary school mathematics learners’ views and experiences of using Mathematics textbooks. It also explores what lessons can be learnt about the Mathematics textbooks and learners.
This paper has four sections. The first section discusses the background information about this study. This includes learners’ use of mathematics textbooks and the milestones attained with respect to use of textbooks in Zambia. The methodology used for the study is presented in the second section. The third section deals with the findings and discussion of findings linked to learners’ views and experiences of using Mathematics textbooks and lessons that can be learnt about Mathematics textbooks and learners. The conclusion is in the last section.
Inhaltsverzeichnis (Table of Contents)
- Introduction
- Background information
- Value of textbooks
- Milestones in facilitating learners use of textbooks in Zambia
- Methodology
- Findings and discussion
- Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the views and experiences of secondary school mathematics learners in Zambia regarding their use of mathematics textbooks. It explores the role of textbooks in learning, particularly in the context of emerging technologies, and aims to identify lessons learned about both textbooks and learners. The study examines the connection between textbooks and learners' experiences, seeking to understand how this nexus can be strengthened and sustained.
- The role of mathematics textbooks in teaching and learning
- Learners' perspectives on textbook usage and its effectiveness
- The influence of textbooks on learners' understanding and engagement with mathematics
- The potential for improving the connection between textbooks and learners
- The impact of new technologies on the use and value of textbooks
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter establishes the importance of mathematics textbooks in teaching and learning, highlighting their potential to stimulate learning. It reviews existing research on textbook content and teacher usage, while emphasizing the lack of research on learners' perspectives and experiences. The chapter outlines the study's purpose, scope, and structure.
- Background information: This chapter delves into the value of textbooks for both teachers and learners. It explores how textbooks serve as a source of information for lesson planning, preparation, and delivery, and their potential to promote peer-to-peer learning. The chapter also acknowledges the socialising role of textbooks and discusses the factors that influence learners' use of them, such as beliefs, perceptions, and knowledge of their function.
- Milestones in facilitating learners use of textbooks in Zambia: This chapter focuses on government initiatives and policies aimed at improving textbook quality and access in Zambia. It discusses efforts to align textbook content with the national curriculum and to ensure that textbooks are relevant to learners' real-life experiences. The chapter also considers the role of ICTs in education and argues that textbooks remain crucial despite the digital era.
- Methodology: This chapter details the research methodology employed in the study, including the selection of participants, data collection methods (face-to-face interviews and document review), and data analysis techniques (thematic analysis).
Schlüsselwörter (Keywords)
This study focuses on the key terms of Mathematics textbooks, learners' views, learners' experiences, and lessons learned. It explores the role of textbooks in facilitating learning, the challenges and opportunities associated with their use, and the need to strengthen the connection between textbooks and learners. The research aims to provide valuable insights into the effective utilization of mathematics textbooks and their impact on learners' understanding and engagement with mathematics. The study also considers the significance of new technologies in shaping the future of textbook usage and the importance of aligning textbook content with national curriculum standards and real-life experiences.
- Quote paper
- Maureen Sinyangwe (Author), 2021, Secondary School Students and their Experiences of Using Mathematics Textbooks, Munich, GRIN Verlag, https://www.grin.com/document/1040853