Teacher-Student Perceptions of Senior High School Mathematics Textbooks: Basis for Textbook Development Framework

Kennet G. Cuarteros^1, and Dennis B. Roble²

¹Department of Applied Mathematics, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

²Department of Mathematics Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Kennet G. Cuarteros and Dennis B. Roble. Teacher-Student Perceptions of Senior High School Mathematics Textbooks: Basis for Textbook Development Framework. Journal of Innovations in Teaching and Learning. 2024; 4(1):48-50. doi: 10.12691/jitl-4-1-8

Abstract

Many students find mathematics subjects to be complicated. However, research has uncovered various interventions and strategies to improve classroom learning. Acknowledging that instructional materials, such as textbooks, can significantly influence students' learning experiences is crucial. However, textbook users like teachers and students have different perceptions and preferences of the physicality and content of the mathematics textbooks, particularly Basic Calculus of Senior High School. This research paper is a portion of the bigger research project on analysis of the mathematics textbooks which could be the basis of mathematics textbook development framework. It utilized phenomenological research design to determine the teacher-student perceptions of the Senior High School Mathematics textbook. Teacher and student respondents are from National High School, Science High School, and Laboratory School offering STEM strand. The interview was done separately with teachers and students on their experiences as firsthand users of the textbooks. The results show two themes, namely, book physicality and knowledge development. Common to both teachers' and students’ perceptions in terms of the physicality of the book are big in size, thick, and monochromatic fonts and images. Moreover, as firsthand users, they suggested having colored text and images to enhance the performance of the visual learners. Another surprising idea during the discussion is making one mathematics book a book series with a handy size. In terms of knowledge development, teachers and students both agree that lessons should be presented in a simpler way. Both commented on the long and complicated discussion. Examples and exercises should have parallel difficulty levels so students can relate when answering the activities themselves. Lastly, contextualized examples are relatable to the students.

Keywords:
mathematics textbook mathematics textbook development teacher-student perceptions mathematics textbook development framework

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