Are textbooks facilitators or barriers for teachers' teaching and instructional change? An investigation of secondary mathematics teachers in Shanghai, China.

ABSTRACT: In this paper we report on a survey study of teachers' perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers' teaching in Shanghai educational settings. For the study we established a conceptual framework about teachers' teaching, partly drawing on Shulman's model of pedagogical reasoning and action of teachers. The data were collected from a stratified random sample of 133 mathematics teachers in 13 secondary schools through a questionnaire, and follow-up interviews with 24 of them. The results revealed the following: the textbooks were highly regarded and used by the Shanghai mathematics teachers as facilitators rather than barriers for their teaching and instructional change, and the facilitation was

SUBMITTER: Fan L 

PROVIDER: S-EPMC8435135 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature