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.
Table of Contents
Introduction
Background information
Milestones in facilitating learners use of textbooks in Zambia
Methodology
Findings and discussion
Conclusion
Research Objectives and Themes
This study aims to investigate the views and experiences of secondary school learners regarding the use of mathematics textbooks in the Kabwe district of Zambia, specifically focusing on how these tools support or hinder the learning process and what improvements could enhance their effectiveness in an increasingly digital educational environment.
- The role of mathematics textbooks as learning tools in the digital era.
- Learner-identified strategies for adding value to textbook content, such as including images and definitions.
- The importance of contextualizing textbook content to reflect learners' daily lives and cultures.
- The necessity of instructional support for learners on how to effectively utilize textbooks for self-directed learning.
Excerpt from the Book
Learners’ views and experiences of using Mathematics textbooks: Role of a Mathematics textbook
The results show that books have a significant role to play in teaching/learning and broadening learners’ knowledge base in Mathematics. This role still stands out even in the face of new and emerging technologies in this digital era. An example of learners’ comments to this effect include the following:
…it is my ‘bible’…it teachers me by giving me the examples, it kind of marks and corrects my work by showing me the answers to the questions…
It is makes me have more questions to solve…the teacher sometimes doesn’t do that most of the time…
…I can use my mathematics textbook for learning even when I don’t have a phone or a computer…
…my friends boast that they can use the soft copy of the same textbook on their smart phones. That is fine, it is very smart, but not all of us have smart phones. Besides the smart phone does not just display textbook information the same way as a physical hard copy of textbook because of its size…
…Amapaper kulachitafye flip ukwabula ubwafya (‘you can be flipping the textbook pages without any difficulties’-direct translation) and keep teaching yourself or your friends…but tetichanguke ngefyo nga nipali computer nangu phone (it may not be that easy on a computer or phone-direct translation)…
A textbook is my teacher…especially the one with answers
…A textbook is a teacher palwaiko nayena (a textbook is a teacher in its own right) whether the teacher him/herself is around or not…
The above confirms the point that a Mathematics textbook plays a significant role in supporting learners’ learning. It was and still is considered as one of the most important tools in the teaching/learning context (Rezat, 2009) and this outstanding role has not been affected by new technologies (Howson, 1995: Oates, 2014: Rezat, 2009).
Summary of Chapters
Introduction: This chapter establishes the importance of mathematics textbooks in the classroom and identifies the research gap regarding learners' personal experiences with these tools.
Background information: This section explores the established value of textbooks for both teachers and students and provides context on the history of textbook usage and policy in Zambia.
Milestones in facilitating learners use of textbooks in Zambia: This chapter details the government's efforts to align textbook content with national curriculum standards and the integration of practical, real-life examples.
Methodology: This section outlines the qualitative approach, specifically the use of face-to-face interviews and document reviews with ten selected Grade 12 students.
Findings and discussion: This chapter presents the learners' perspectives on textbook utility, including their desire for better visuals, clearer definitions, and guidance on internet usage for learning.
Conclusion: This final chapter synthesizes the research findings, highlighting the need for pedagogical training on how to use textbooks and better integration of localized, culturally relevant content.
Keywords
Mathematics textbooks, learners’ views, learners’ experiences, Zambian education, digital learning, textbook usage, curriculum framework, pedagogy, educational tools, learning materials, student engagement, teaching strategies.
Frequently Asked Questions
What is the primary focus of this research?
The paper investigates how secondary school learners in Zambia perceive and experience the use of mathematics textbooks in their daily learning activities.
What are the central themes discussed in the study?
Key themes include the role of textbooks in the digital age, the need for culturally relevant content, the importance of visual aids, and the necessity of teaching students how to use textbooks effectively.
What is the core objective of the work?
The objective is to identify how the nexus between learners and their textbooks can be strengthened to facilitate better learning outcomes.
Which scientific methodology was utilized?
The study utilized a qualitative case study approach involving purposive sampling of ten Grade 12 learners, utilizing face-to-face interviews and document review of textbooks.
What subjects are covered in the main body of the paper?
The main body covers the theoretical value of textbooks, the historical development of textbook policy in Zambia, specific learner feedback on content design, and recommendations for future improvements.
Which keywords characterize this paper?
Core keywords include Mathematics textbooks, learners' views, learners' experiences, and educational lessons derived from their feedback.
How do the learners suggest improving the textbooks regarding digital resources?
Learners suggested that textbooks should include references or 'www' links at the end of topics to guide them toward reliable, additional information on the internet.
What did learners identify as a barrier to using textbooks?
A significant barrier identified by the students is a lack of knowledge on how to effectively interpret and utilize the various components of a textbook for self-directed study.
Why is the inclusion of pictures considered important by the participants?
Participants noted that pictures enhance their ability to visualize mathematical concepts and make it easier to relate abstract school mathematics to real-world objects and experiences.
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- Maureen Sinyangwe (Autor:in), 2021, Secondary School Students and their Experiences of Using Mathematics Textbooks, München, GRIN Verlag, https://www.grin.com/document/1040853
