Open AccessAnalysis of mathematics textbook use: An argument for combining horizontal, vertical, and contextual analyses
Author(s) -
D. Rahimah,
Jana Višňovská
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1731/1/012048
Subject(s) - horizontal and vertical , argument (complex analysis) , relevance (law) , mathematics education , context analysis , computer science , mathematics , geometry , linguistics , political science , biochemistry , chemistry , philosophy , government (linguistics) , law
This paper contributes to a larger endeavour of understanding how mathematics textbooks are used in classrooms and what shapes the specific forms of their use. Three types of mathematics textbook analysis have been previously identified, namely, horizontal, vertical, and contextual analysis. Based on literature review, we discuss how these three types of analysis can be usefully combined, and explain why contextual analysis, where data on textbook use is collected in classrooms, provides the most revealing insights. We argue that because of its relevance for textbook design as well as for teacher professional development, researchers should consider including the contextual analysis when analysing textbooks.