Analysis of mathematics textbook use: An argument for combining horizontal, vertical, and contextual analyses
D Rahimah (1) (2), J Visnovska (1)
(1) School of Education, The University of Queensland,
Building 24 (Social Science Building), St Lucia Campus, Brisbane, Queensland 4072 Australia
(2) Program Studi Pendidikan Matematika, Jurusan Pendidikan Matematika dan Ilmu Pengetahuan Alam, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Bengkulu, Jl. W.R. Supratman, Kandang Limun, Bengkulu 38371A Indonesia
Abstract
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.
Keywords: Horizontal analysis; Vertical analysis; Contextual analysis; Mathematics textbook analysis
Topic: Mathematics Education