Mathematics textbooks content development at the primary stage: a proposed vision

Year 2021, Volume: 2 Issue: 2, 47 - 53, 30.12.2021

Ibrahim Khalil , Mohamed Alnatheer

Abstract

The paper presents a proposed vision to develop mathematics textbooks content for the primary stage. It offered a framework to organize the content of the mathematics textbooks and indicated the content of each part of the framework. Furthermore, it explained ways of including various theories in the textbooks content, and showed how the developed content facilitates the tests of Trends in International Mathematics and Science Study (TIMSS).

Keywords

Mathematics, Proposed vision, Primary stage, Textbook

References

• Abdelkader, A., & Shedid, F. (2013). Effective teaching models and strategies between theory and practice. Al-Ain: University Book House.
• Abu Sell, M. (1999). Mathematics curricula and teaching methods. 1st floor, Amman: Dar Al-Furqan Publishing.
• Afana, E., Al-Sir, K., Ahmed, M., & Al-Khaznadar, N. (2012). Strategies for teaching mathematics in general education stages. Amman: House of Culture for Publishing and Distribution.
• Ahl, L. (2016). Research findings’ impact on the representation of proportional reasoning in Swedish Mathematics textbooks. Redimat, 5(2), 180-204
• Akar, N., & Dikkartın Övez, F. (2018). An Anthropological Analysis of the Knowledge on Graphics within Middle School Mathematics. Journal of Education and Future, 13, PP 95-119.
• Al-Hussein, Ahmed Mohammed. (2017). Creating School Textbook. Al-Hussein Consulting, Research and Training Center, Riyadh: Kingdom of Saudi Arabia.
• Al-Kasbani, M. (2008). Teaching models and applications in science, mathematics, Arabic language and social sciences. Cairo: Arab Thought House.
• Al-Maqoushi, A. (2001). Psychological foundations for teaching and learning mathematics, contemporary methods and theories. Riyadh: King Fahd National Library.
• Al-Tamimi, J. (2016). Teaching mathematics and its curricula for the classroom teacher. Amman: Academic Book Center.
• Alshorofat, H. A. Ghneimat, M. M. (2016). Mathematics Curriculum: Reality and Expected. Amman: Dar Al Mutaz for Publishing and Distribution.
• Bin Salamah, Mansour. & Al-Harthi, Ibrahim. (2005). Guide for writing the textbook and its specifications. Riyadh: Arab Bureau of Education for the Gulf States
• Castaneda, A. Sánchez Aguilar, M. Gómez-Blancarte, L. Romo-Vázquez, A. Lezama-Andalón, J. Miranda-Viramontes, I. (2019). Representations of Mathematicians in Lower Secondary Mathematics Textbooks. EURASIA Journal of Mathematics, Science and Technology Education, 15(7), 1-13.
• Clinton, V & Walkington, C. (2019). Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research, doi: 10.1080/00220671.2019.1568958
• Clinton, V. & Cooper, J. L. (2015). Teacher Viewpoints of Instructional Design Principles for Visuals in a Middle School Math Curriculum. Proceedings at the Annual Meeting of the American Educational Research Association. Annual Meeting, Chicago, IL
• Fan, L., Zhu, Y. & Miao, Z. (2013). Textbook research in mathematics education: development status and directions. ZDM – The International Journal on Mathematics Education, 45(5), 633–646. doi: 10.1007/s11858-013-0539-x
• Glasnović Gracin, D. & Jukić Matić, Lj. (2016). The role of mathematics textbooks in lower secondary education in Croatia: An empirical study. The Mathematics Educator, 16(2), 29-56
• Hadar, L. (2017). Opportunities to learn: Mathematics textbooks and students’ achievement. Studies in Educational Evaluation, (55), 153-166.
• Jones, D., Jones, M., Dunkle, A., Hixon, L., Yoder, N., & Silbernick. (2015). The Statistical Content of Elementary School Mathematics Textbooks. Journal of Statistics Education, 23(3), 1-22.
• Jukic Matić, Lj. (2019). The pedagogical design capacity of a lower secondary mathematics teacher and her interaction with curriculum resources. REDIMAT – Journal of Research in Mathematics Education, 8(1), 53-75
• Khalil, I . (2019). The Effectiveness of a proposed educational unit based on an integrated model between mathematical proficiency and the 21st century skills in achievement development and retain learning among the 4th grade students (Unpublished doctoral thesis), King Saud University, Saudi Arabia.
• Koljonen, T., Ryve, A., & Hemmi, K. (2018). Analysing the nature of potentially constructed mathematics classrooms in Finnish teacher guides – the case of Finland. Research in Mathematics Education, 20:3, PP 295-311.
• Lehtonen, D. (2018). Multimodaalisuus 1. ja 4. luokan suomalaisissa matematiikan oppikirjoissa. Lumat General Issue, 1(1), 129-164.
• Lepik, M., Grevholm, B., & Viholainen, A. (2015). Using textbooks in the mathematics classroom - the teachers' view. Nordic Studies in Mathematics Education, 20(3-4), 129– 156
• Mohammad, Mervat, Mahmoud (2015). Curriculum Development. Amman: De Bono Center For Teaching Thinking.
• Norberg, M. (2019). Potential for Meaning Making in Mathematics Textbooks. Designs For Learning, 11(1), 52-62.
• O’Keeffe, L & White, B. (2019). A snapshot of the role of the textbook in English secondary mathematics classrooms. International Journal for Mathematics Teaching and Learning, 18(3), 318-332
• Pansell, A., & Bjorklund Boistrup, L. (2018). Mathematics Teachers’ Teaching Practices in Relation to Textbooks: Exploring Praxeologies. The Mathematics Enthusiast, 15(3), 541-562.
• Qatami, Y. (2005). Learning and teaching theories. Amman: Dar Al Fikr Publishers and Distributors.
• Remillard, J., Reinke, L., & Kapoor, R. (2019). What is the point? Examining how curriculum materials articulate mathematical goals and how teachers steer instruction. International Journal of Educational Research, 93, 101-117.
• Rezat, S. (2009). The Utilization of Mathematics Textbooks As Instruments For Learning. Proceedings of Cerme Working Group, 7, 1260- 1269.
• Saeada, Jawdat Ahmed, and Ibrahim, Abdullah Muhammad. (2016). Modern School Curriculum, No. 8, Amman: Dar Al-Fikr Publishers and Distributors.
• Salameh, H. (2005). Modern trends in mathematics teaching. Cairo: Dar Al-Fajr for publishing and distribution.
• Salcedo, A., MolinA-Portillo, E, Ramírez, T., & Contreras, J., (2018). Semiotic Conflicts Related To Statistics In Primary And High School Mathematics Textbook. Revista de Pedagogía, 39(104), 223-244.
• Tesfamicael, S., & Lundeby, Ø., (2019). A Comparative Study of Norwegian and Ethiopian Textbooks: The Case of Relations and Functions Using Anthropological Theory of Didactics (ATD). Universal Journal of Educational Research, 7(3), 754-765.
• Van Steenbrugge, H., Remillard, J., Krzywacki, H., Hemmi, K., Koljonen, T., & Machalow, R., (2018). Understanding teachers’ use of instructional resources from a crosscultural perspective: the cases of Sweden and Flander. Conference: Verônica Gitirana, Takeshi Miyakawa, Maryna Rafalska, Sophie Soury-Lavergne, Luc Trouche (Eds.). Proceedings of the Resources 2018 International Conference. Resources 2018, May 2018 At: Lyon, France
• Van Zanten & Heuvel-Panhuizen, M. (2018). Opportunity to learn problem solving in Dutch primary school mathematics textbooks. The International Journal on Mathematics Education, 50(5), 827- 838.
• Yang, D., & Sianturi, I. (2017). An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content. EURASIA Journal of Mathematics, Science & Technology Education, 13(7), 3829-3848.