Middle school mathematics teachers' use of textbooks and integration of textbook tasks into practice: a mixed methods study

Özgeldi, Meriç
The current study aimed to explore middle school mathematics teachers’ use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Questions from Workbook, Reading Teacher Edition Textbook, and Selecting Tasks and Problems from Auxilary Books. The results of the study showed that teachers used the student edition textbook for mostly during class and for lesson preparation. Teachers also used the student edition textbook for explaining the topic and the introductory tasks. However, they rarely used it for selecting problems and examples. Teachers read the student edition textbook mostly during and prior to class; and mostly use it for topic explanation, but rarely for problems and examples. They stated that they frequently selected questions from the workbook that were not included in the textbook. However, they occasionally picked questions to use during lessons. They frequently used auxilary books to select questions similar to the ones in the high school entrance exam problems. In examining the process of teachers’ use of mathematics textbooks, it was argued that there were interpretive processes as teachers engage with and use textbooks. The analysis of interviews and observations showed that teachers read textbooks and select tasks and questions from those books. In their decisions about using tasks from textooks, teachers usually considered the nature of tasks and students’ characteristics.


A case study of elementary mathematics teachers' views of their and students' textbook usage and of mathematics textbooks' characteristics
Başer, Nadiye; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2012)
The purpose of this study was to investigate teachers’ ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers’ views about elementary students’ usage of mathematics textbook during the classroom time and for their homework and teachers’ views about mathematics textbooks’ characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathemati...
Middle school mathematics teachers’ mathematical practices in teaching slope, linear equations, and graphs in technology enhanced classroom environment
Yemen Karpuzcu, Seçil; Işıksal Bostan, Mine; Department of Elementary Education (2017)
The aim of this study was to examine an in-service middle school mathematics teacher’s mathematical practices in teaching slope, linear equations and graphs in a technology enhanced classroom environment while enacting an instructional sequence that was designed based on the national curriculum. The technology utilized in the study was GeoGebra materials within computers that were developed by the teacher and the researcher to be used for the instructional sequence. The data was collected during the spring ...
Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad
Kaplan, Merve; Çetinkaya, Bülent; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2011)
Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in va...
Pre-service elementary mathematics teachers' knowledge about definitions of integers and their knowledge about elementary students' possible misconceptions and errors in describing integers
Kubar, Ayşenur; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2012)
The aim of the study is to examine the nature of pre-service elementary mathematics teachers’ subject matter knowledge about definition of integers and the nature of pre-service elementary mathematics teachers’ pedagogical content knowledge about definitions of integers. For this purpose, pre-service mathematics teachers’ knowledge about definitions of integers, their interpretations of quoted definitions of integers, their knowledge about elementary students’ possible misconceptions and errors regarding de...
Pre-service elementary mathematics teachers’ conception of derivative from commognition perspective
Yiğitcan Nayir, Özge; Bulut, Safure; Department of Secondary Science and Mathematics Education (2013)
The purposes of this study were to investigate pre-service elementary mathematics teachers’ discourse on derivative in group, classroom and individual discussions and determine their conception of derivative. In order to examine pre-service teachers’ discourse on derivative communicational approach to cognition (commognition) was applied. Pre-service teachers’ words and their uses, visual mediators, narratives and routines were analyzed. This study was designed as a qualitative study. Data were collected fr...
Citation Formats
M. Özgeldi, “Middle school mathematics teachers’ use of textbooks and integration of textbook tasks into practice: a mixed methods study,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.