Teachers' use of mathematics textbooks in their teaching of mathematics

Abstract

This is a baseline descriptive case study on the use of mathematics textbooks by Grade 9 teachers in the Johannesburg East district. Three research methods were used to collect data, namely, a survey, direct observation and interviews. Responses from the survey and transcripts of lesson observations and those of interviews were analysed to establish how individual teachers use textbooks to mediate mathematics concepts to their learners and to find out whether teachers adhere to Curriculum and Assessment Policy Statement (CAPS) requirements with regard to the use of the four Mathematics CAPS cognitive levels. Findings from the study highlighted different approaches in teachers’ use of textbooks. Some of the aspects in Nicol and Crespo’s (2009) argument relating to different ways in which teachers use textbooks are perceptible in the findings. Contrary to Nicol and Crespo’s (2009) findings the study revealed that experience and level of qualification do not play a significant role in the use of textbook by individual teachers. The study also revealed that when selecting examples to demonstrate concepts, for learners’ classroom practice and for homework, teachers do not consciously select questions according to the four Mathematics CAPS cognitive levels but use questions as presented in various textbooks without necessarily rating them accordingly. The study reveals through a sample used that the majority of teachers would rather use prescribed textbooks than any other resource when preparing lessons, when teaching lessons, for learners’ classroom practice exercises, for homework and assessment.