TEXTBOOK ANALYSIS IN AFGHANISTAN

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TEXTBOOK ANALYSIS IN

AFGHANISTAN

Comparison of mathematics’ textbooks of grade 7-9

Wali BahaderTani

Faculty of Arts and Social Science

Teacher Education Master Programme (TEMP) 15 points

Supervisor: Hans Olof Gottfridsson Examiner: Pia Karlsson

Date: January,2014

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ABSTRACT

Mathematics education is considered indispensible for the improvement of curriculum and education system in each country. Similarly, in order to witness a positive and affective improvement in the curriculum and education system of Afghanistan, Mathematics textbooks have recently been revised by the Ministry of Education. Therefore, it was important to compare old and new textbooks of mathematics from some important learning and teaching approaches. Besides textbook analysis in lower secondary level, this study also analyzed the perceptions of different teachers regarding the recent change in the mathematics textbooks in lower secondary schools in Khost province, Afghanistan.

For this study which took place in 15 schools in Khost province, quantitative research method was used. 15 teachers were given questionnaires to fill in with their perceptions about the old and new mathematics textbooks.

It was found that new textbooks are better designed than old textbooks according to the teachers’ responses; therefore, all the teachers believed that new textbooks reinforce students’ learning by explaining charts, graphs and diagrams. Conversely, new textbooks are not easy for teachers to successfully teach new textbooks. Hence, it is to a large extent out of students’ cognitive development.

Teachers’ responses and perceptions regarding questioning, bringing examples and illustrations are discussed which teachers believed as the key approaches for the improvement of mathematics learning achievement. Additionally, teachers believes about cognitive development of mathematics, design of old and new mathematics textbooks, mathematics concepts and their use in everyday life, contents and use of teachers’ guide of textbooks are briefly discussed in Afghan context.

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ACKNOWLEDGEMENT

I am very thankful to my talented professors who helped me a lot to successfully accomplish this Master program.

I can say that this thesis is undeniably due to the tireless attempts of my all professors i.e. Dr. Pia Karlsson, Dr. Amir Mohammad Mansory, Ms Inger Olsson, Ms Elisabet Olsson, Ass. Prof Arne Engstrom, Dr.Niklas Gericke, Ms Nina Christenson and the rest of the staff of Karlstad University. The compassionate and kind Dr. Hans Olof Gottfridsson who supervised me during my thesis writing, is absolutely involved in the accomplishment of my thesis.

I also thank my family for their backup during this period of Master program. I would also like to thank my friends, school teachers; school principals, provincial directorate and Teacher Training Centre helped me and facilitated my work when I was in the field.

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List of tables

Table 1: Frequency of some useful activities in old and new Mathematics in grade 7……….…..8 Table 2: Frequency of some useful activities in old and new Mathematics in grade 8….…….….8 Table 3: Frequency of some useful activities in old and new Mathematics in grade 9 …………..9 Table 4: shows the frequency of mathematics teachers’ views on some learning and teaching approaches regarding mathematics textbooks ……….…….10 Table 5: shows teachers views on pair work, group work and exercises regarding old and new textbooks………....11 Table 6: show the frequency of responses on old and new textbooks regarding motivation approach……….11 Table 7: Teachers’ assessment for better achievements in Mathematics………..…11 Table 8: Teachers’ perceptions on a good way to comprehend mathematics lessons, (ranked from 1-5; 5 is most important) ………...…12 Table 9: teachers’ responses about mathematics concepts and its use in everyday life……...….13 Table 10: Teachers’ responses on the essence of homework and group or pair work...21 Table 11: Teachers’ views about cognitive development regarding mathematics textbooks...21

List of figures

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INTRODUCTION

Background

Developing and promotion of a country or a nation regards some factors such as economic, security, education and so on. However, education can play the most essential and significant role in construction and reconstruction of a country. Additionally, countries of world have different education systems. The differences are in schools’ facilities, curriculum, and textbooks and in some other aspects. For example: schools in a developed country may have well facilitated schools than the developing country’s schools (Samady, 2007).

Afghanistan is one of the developing countries that has education system like other countries, but negatively affected by three decades war. The Education system is divided into three parts in Afghanistan. Primary Education (grade 1-6); Junior Secondary (grade 7-9) and Upper Secondary (grade 10-12). It is worth mentioning, that primary education in Afghanistan is compulsory, on the words, Afghanistan has a compulsory primary education system. As well as a school year is made of two different semesters. The school year begins at different times because of the hot or cold areas of Afghanistan. In “cold areas” of Afghanistan, the school year begins with the start of the Islamic New Year on March 21st. In the “hot areas” of Afghanistan, the school year begins in September. The school year is absolutely nine months and every academic year has three months vacation at the end (Spink, 2004).

As mentioned in above paragraph that education system of Afghanistan badly affected through three decades war, so Ministry of Education pays attention to reconstruct the schools and its educational process. Besides that, Ministry of Education undertook the revision of the curriculum and textbooks for schools. For the first time, Ministry of Education brought changes in curriculum and textbooks in 2001.After the fall of the Taliban’ regime, Ministry of Education reviewed all the textbooks except religious textbook. The purpose of review was to ensure that political ideologies should not be included in the texts (Ministry of Education, 2011).

Problem area

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approaches are used in revised version of textbooks. Also continues that these approaches can improve teaching and learning achievement, and solve the problems of teachers and students’ classrooms (Ministry of Education, 2011).This study is carried out to increase the awareness of how mathematics textbooks are designed according to pedagogical and didactical aspects and some teaching and learning approaches which are useful to improve mathematics education in our society. Mathematics is studied in both kinds of schools in every grade. Furthermore, the arithmetic is studied in basic schools level. Conversely, the algebra, geometry and trigonometry are studied in secondary schools level. Accordingly, the mathematics which is studied in secondary education is very hard than the mathematics which is studied in Afghan basic schools.

Aim

The aim of this study is to compare old and new mathematics textbooks of grade 7-9 from learning and teaching approaches and design. As well as to find the views of mathematics teachers about mathematics textbooks regarding learning and teaching approaches and design.

Research questions

1- What are the differences and similarities between the old and new mathematics textbooks (from some teaching and learning approaches and design perspectives)?

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LITERATURE REVIEW

What is mathematics?

We encounter many definitions from different scholars as we turn the pages of different books. According to Presmeg (2007) mathematics is a language of nature or “Mathematics is a systematization of relationships” (p.438). In addition, mathematics is based on symbols and numbers which identifies our world physically (Thompson, 1984). Mathematics started in the time of Plato. During that time, only the scholarly mathematics and the practically mathematics were used (D’ Ambrosio, 1985). In the present period of time, the counting, locating, measuring and designing activities are mostly added in everyday use (Bishop, 1988). These kinds of activities are related to practical mathematics which is called informal mathematics. Formal mathematics is limited to school. Street mathematics does not need to be written while formal does. In formal mathematics, the use of symbols, numbers, algebra and geometry are more visible while in informal mathematics arithmetic is used a lot (Presmeg, 2007; Bishop, 1988).

Mathematics is an independent subject which is based on theorems, proofs and definition. This subject could be operationalized and practiced in many others science subjects such as physics which is based on various mathematical operations, solutions and solving methods (Niss, 1994).Furthermore, Pais (2011) notes that learners must learn mathematics because mathematics is very necessary in education system. Also he continues that learning mathematics is very significant for being an active citizen, and mathematics causes people to participate in the modern world. Mathematics makes students able to insight into themselves, their minds, human society and the whole world (Wilcox, 2003). Regarding to today’s demands, mathematics is very important. On one hand, mathematics in a large extent, uses in modern technology. On the other hand, mathematics can improve students’ critical thinking and ability to solve complicated problems (Brändström, 2005). In addition, mathematics is very important for improving mental activities and abilities, as it helps students to think critically and improve their power of analysis. Mathematics makes students active to handle society demands and solve the problems which they meet up in everyday life (Niss, 1996).

Mathematics textbooks

Textbooks are very important educational materials, which reflect national strategies regarding culture and education. Also textbooks are the elementary sources of information (Pingel, 2010). Textbooks generally introduce the content, highlight the aims and teach the discipline (Brändström, 2005). It is the aim of education to convey significant knowledge to new generation and it can be done by school textbooks. Mathematics textbooks are also the bridge between mathematics learners and important mathematics knowledge (Haggarty and Pepin, 2002).

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Revisions of textbooks are also very important, because it could implement teachers and students’ problems and meet up today demands. In order to arrange new textbooks, it is important to consider the views of teachers and students. Conversely, revisions of textbooks face teachers with problems in applying new and revised textbooks in mathematics classes (Gruba, et al. 2004).

Pedagogical and didactical aspects of mathematics textbooks

As didactics of mathematics education has strong relationship with mathematics pedagogy and cannot improve without each other (Wittmann, 1995). Therefore, in this study mathematics textbooks are analyzed from pedagogical and didactical aspects. To know more about it is important to be discussed below.

Pedagogical aspects of mathematics

“Literature on pedagogical intentions attempts to point out three themes: examining how textbooks help the learner within the content of the text, within the methods included in the text and by the rhetorical voice of the text” Pepin & Haggarty (2001 quoted in; Brändström, 2005, p.21). Pedagogy is very effective for learning of mathematics textbooks, as pedagogy is included teaching and learning strategies, instructional methodology, and design of the lesson in text. These aspects of pedagogy are very effective for students’ active learning process and help them to conceive easily (Williams, 2008). From this perspective, all mathematics contents must be understandable for mathematics teachers that help teachers to teach their students easily (Wilson, 2006).

To activate passive students of mathematics classes, mathematics textbooks should be based on social interaction approaches (i.e. pair work, group work). In addition, these approaches allow teachers and students to be free in discussion and share their ideas with each other. By these ways students can easily construct and improve their knowledge (Wittmann, 1995).

Also the inclusion of exercises play key role in mathematics education thus these might be involved in mathematics textbooks. Exercises introduce questions for students to respond. Exercises must be linked with lesson. Also exercises must be associated with real world. Mathematics teachers need to instruct their students in doing exercises and encourage them to do their task individually (Bergeson, 2000). To improve students’ thinking and problems solving skills, it is needed that students spend more time to practice exercises (Williams, 2008).

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Didactical aspects of mathematics

The didactical triangle includes three elements, which are called teacher, student and mathematics. This didactical triangle studies the relationship between teacher, student and contents. The didactical triangle can be discussed from different perspectives. As from traditional perspective, teachers give knowledge, students receive knowledge and mathematics is used as objective knowledge. Didactical triangle means that learning occurs between teacher and student and the subject. Fundamentally, the didactical triangle is used to support the relationship of these three elements of the triangle e.g. teacher and student relation. The student approaches the mathematics and teachers teaching method, teaching curriculum, assessment methods and the relationship of various theories and putting them into practice (Goodchild and Sriraman, 2012). As questioning is a very interesting and powerful approach through which students can promote their learning achievement. Also this approach can involve students in learning process active (Bruce, 2007). Furthermore, the didactical triangle is an effective framework for a useful and productive learning (Schoenfeld, 2012). Through mathematics teachers can motivate their students, drive them to do important mathematics tasks (e.g. homework, group work, words problem and so on) and improve their independent skills of thinking (Bergeson, 2000). In traditional didactical perception, the students are like receiver and the teachers are like givers of the didactically prepared mathematics contents. From another perspective, the teachers are more like a moderator in a learning process. The pedagogy of didactical is renewed and shifted from focus on the teachers to learners. In addition, constructivism is influenced in this triangle as mathematics classes idealized as students-centred (Goodchild and Sriraman, 2012).

Useful learning approaches to mathematics

There are many important learning approaches which can improve achievement of mathematics students. Most of these approaches are driven from pedagogical point of view. Therefore, to have a good mathematics learning process, mathematics teachers should realize pedagogical knowledge of mathematics (Wilson, 2006). Mathematics teachers should pay more attentions to asking questions, bringing examples, providing illustrations, defining different concepts and accelerating students’ interest in mathematics classes. Hence, teachers should be very talented to enlighten mathematical concepts from different perspectives (Hill and Ball, 2004).

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METHODS

According to the nature of research questions and aim of the study, I have explored the similarities and differences between old and new version of mathematics textbooks in lower secondary school. This chapter will entail how this research took place and what methods were used and what tools were used in order to collect the data for this study.

This research took place in 15 easily approachable schools in the centre of Khost province in two processes. First, old and new mathematics textbooks are analyzed in grade 7, 8 and 9 respectively, to figure out the frequencies of some important teaching and learning activities. Secondly, a ready-made questionnaire was distributed to15male teachers who were graduated from universities and TTCs in Khost province to get their perceptions about the similarities and differences in both versions of mathematics textbooks. Before distribution, the questionnaire, which was based on multiple choice responses, likert scale and ranking questions, it was translated into Pashtu language. All the questions in the questionnaire were based on the aim, research questions and literature review of the study.

The respondents were elected based on their teaching background. All 15 teachers had the experience of teaching old and new mathematics textbooks. The questions were almost clear enough for respondents and luckily, all the questions got answered.

The data collection and textbooks analysis took 15 days and the entire data was collected by the researcher himself.

Since, on the one hand, teachers’ perceptions are collected through ready-made questionnaire, on the other hand, new and old mathematics textbooks were analyzed therefore, the nature of the study demanded quantitative research method.

Data analysis

Data collected from 15 male teachers at the result of distributed questionnaires was analyzed as the perceptions of teachers with some significant variables e.g. educational background, teaching experience etc. This data was analyzed with the help of numbers and percentages. Analysis of old and new mathematics textbooks in lower secondary level needed to be analyzed in the light of words rather than figures which forms a qualitative approach.

Quantitative research methods

Quantitative research is used to study the data statistically, numerically and through numbering (Bryman, 2012). In addition, Denscombe (2010) has briefly mentioned that quantitative research is of numbers and they are in first stages linked with surveys, experiments and with essential research methods. As well as the focus of quantitative research is on the quantification in data analysis.

Bearing in mind the mentioned specifications of both research methods, I can say that due to the fact that I collected teachers’ perceptions and then analyzed the data numerically, my research had a quantitative aspect.

Questionnaire

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number of respondents and the researcher worries about the shortage of time (ibid.). Overall the questionnaire contained exactly 16 questions of different kinds i.e. ranking questions, likert scales. In the first part of questionnaire, teachers were asked about their educational background, teaching experience, teachers’ participation in INSET1 and INSET2 workshops and etc. In the next part, teachers are asked about their perceptions regarding the new and old versions of mathematics textbooks.

Limitation of the study

For small piece of research it is enough to have textbooks analysis and questionnaire as data collection tools but it would have been an even comprehensive research if some classes were observed. It could have helped to witness more precision in what the teachers said and what/how they actually did in classrooms.

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FINDINGS

This chapter includes findings from two different mathematics textbooks (old and new textbooks) of grade 7-9 in Afghanistan. The comparisons have been made between the textbooks from different teaching and learning approaches. As well as teachers’ opinions regarding the textbooks have been collected and analyzed. The following tables and figures will give a clear picture.

Finding from textbooks analysis

The following tables describe the comparison of frequencies of some activities in old and new mathematics textbooks in grades 7, 8 and 9. The tables include activities, number of chapters, and number of lessons or contents in both versions of mathematics textbooks.

Table 1: Frequency of some important teaching and learning activities in old and new

Mathematics in grade 7

Activities

Old textbooks New textbooks

# o f a ll ma in cha pte rs # o f co nte nts Inclusion of activities in main chapter # o f a ll ma in cha pte rs # o f co nte nts Inclusion of activities in main chapter # % # % Example 9 89 9 100 8 58 8 100 Exercise 9 100 8 100 Illustrations 4 44 8 100 Group work 0 0 0 0 Summarizing 0 0 8 100 Teacher Guide 0 0 8 100 Questioning 0 0 8 100 Students' Activity 0 0 8 100 Homework 0 0 0 0

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Table 2: Frequency of some important teaching and learning activities in old and new Mathematics in grade 8

Activities

# of all main chapter s # of content s Inclusion of activities in main chapter # of all main chapter s # of content s Inclusion of activities in main chapter # % # % Example 8 83 8 100 11 38 11 100 Exercise 8 100 11 100 Illustrations 3 38 11 100 Group work 0 0 0 0 Summarizin g 0 0 11 100 Teacher Guide 0 0 11 100 Questioning 6 75 11 100 Students' Activity 0 0 11 100 Homework 0 0 0 0

Table 2 illustrates that all the chapters in both new and old mathematics textbooks examples, exercises and questioning is used. Additionally in illustration, summarizing teacher guide and students’ activities are visible in all the chapters of new textbooks. In both versions, group work and homework are not used.

Table 3: Frequency of some important teaching and learning activities in old and new Mathematics in grade 9

Activities

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10 s # % # % Example 7 65 7 100 9 43 9 100 Exercise 7 100 9 100 Illustrations 2 29 9 100 Group work 0 0 0 0 Summarizing 0 0 9 100 Teacher Guide 0 0 9 100 Questioning 0 0 9 100 Students' Activity 0 0 9 100 Homework 0 0 0 0

Table 3 shows that exercises and examples related to the topics are used in all the chapters of new and old mathematics textbooks. Illustrations, summarizing, teacher guide, questioning and students activity is also used in all the chapters in new version of mathematics textbook. No group work is used also, in none of the chapters the textbooks guide teachers.

Similarities and differences between old and new versions of mathematics textbooks

Comparing the frequency of included activities, there are some differences and similarities in both versions of mathematics textbooks in lower secondary. In grade 7, old version, there are 9 chapters and 89 contents while in the new version there are 8 chapters and 58 contents (see table 1). In grade 8, old version, there are 8 chapters and 83 contents while in the new version there are 11 chapters and 38 contents (see table 2). In grade 9, old version, there are 7 chapters and 65 contents while in new version of mathematics textbook, there are 9 chapters and 43 contents (see table 3).

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The cover page in the new version is well designed, the papers used inside the books are of very good quality and each chapter ends with a short but comprehensive review, while the old version vice versa.

Last four out of 8 chapters in grade 7, in new version, are allocated for Geometry, Statistics and Probability. Similar allocation is considered in the mathematics textbook in grade 8 in the new version with chapters’ disorder. Here fifth and sixth, tenth and eleventh chapters are divided as above. In the new version of mathematics textbook in grade 9, first three chapters are allocated for Geometry, fourth studies Trigonometry, 8th chapter is about Statistics and the last 10th chapter studies Probability.

Finding from teachers questionnaires

Mathematics approaches in old and new mathematics textbooks

Table 4: The frequency of mathematics teachers’ views on some learning and teaching approaches in mathematics textbooks

Do you think that new or old textbooks are designed according to below listed perspectives?

teachers views on Old textbooks (#)

teachers views on

New textbooks(#) total

Asking Questions 10 5 15

students’ active participation 9 6 15

cooperative learning 8 7 15

problem solving 9 6 15

models 4 11 15

bringing examples 10 5 15

illustration ( e.g. charts, graphs) 5 10 15

applying mathematics knowledge in

real life 12 3 15

promoting higher level thinking 11 4 15

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large extent are engaged with new textbooks. Moreover, this study found that both of the textbooks are based on cooperative learning approach. Considering students’ questioning, as Figure 6 in Annex 1 shows, 12 out of 15 teachers believed that new and old mathematics reflected the importance of questioning of students among themselves in both old and new mathematics textbooks while too few 3 out of 15 teachers did not know about this importance in new and old textbooks.

Table 5 clearly illustrates that majority of teachers (10 from 15) strongly agreed that the old textbooks are well prepared according to pair work, group work and exercises, while half of the teachers (5) strongly agreed that the new textbooks as well as. According to table 5 it can be concluded that old textbooks are well organized than new textbooks from these teaching and learning perspectives. Moreover, it is even visible in table 10 in Annex 1, which entails that all the teachers agreed that new mathematics textbooks reflect as that it is important to urge students to write homework and work in group or pair while half of the teachers agreed to old version of mathematics reflecting so. Half of the teachers strongly disagreed to old version did so.

Table 5: Teachers’ views on pair work, group work and exercises in old and new textbooks

Do you agree or disagree that old or new textbooks are designed according to pair work, group work and

exercises?

A: Old textbooks (#) B: New textbooks (#)

Strongly agree 10 5 Agree 3 2 I do not know 1 2 Strongly disagree 1 4 Disagree 0 2 Total 15 15

Table 6: Responses on old and new textbooks regarding motivation approach

Motivation approach in mathematics textbooks Old textbooks New textbooks

Strongly agree 0 9

Agree 1 6

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Disagree 4 0

Strongly disagree 6 0

Total 15 15

Table 6 shows that all the teachers agree to the reflection of new mathematics textbooks that motivation strategy (reward and appreciation) is important for the improvement of students’ learning of mathematics while 2/3 of the teachers did not expect so from the old version textbooks and 4 out of 15 teachers did not have any idea about this. Additionally, nearly all the teachers (14 out of 15) agreed that the new version of textbooks reflect that it is important to use the problem solving teaching strategy e.g. words problems in their teaching while two third (11 out of 15) of the teachers believed so with old textbooks (see figure 4 in Annex 1).

Considering the pedagogical teaching strategy (dialogue, cooperative learning and models), nearly all the teachers (14 out of 15) believed that new textbooks reflect similar to say that for better understanding of students, teachers should use pedagogical teaching strategy such as (dialogue, cooperative learning and models) while teaching mathematics text books. Nearly all (13 out of 15) teachers did not agree with old textbooks reflecting so (see Figure 5 in Annex 1). Table 7: Teachers’ responses regarding assessment in mathematics textbooks

use of assessment approach in mathematics textbooks Old textbooks New textbooks

Strongly agree 1 7 Agree 6 3 I do not know 3 0 Disagree 0 0 Strongly disagree 5 5 Total 15 15

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Figure 1: Reinforce the students by explaining charts, graphs and diagrams

Figure 1 shows that all the teachers believed that new textbooks reinforce students learning by explaining charts, graphs and diagrams to learn mathematics while half of the teachers agreed that it was visible in old textbooks too but half more strongly disagreed.

Table 8: Teachers’ perceptions on a good way to comprehend mathematics lessons, (ranked from 1-5; 5 is most important)

Rank ask students questions bring examples for students provide illustrations define different concepts and show in practical promote students’ interests in mathematics 1 0 7 6 1 0 2 6 7 0 0 0 3 0 1 9 0 0 4 1 0 0 12 4 5 8 0 0 2 11 Total 15 15 15 15 15

As seen in table 8, all the teachers considered bringing examples and providing illustrations as not the best ways which help students to comprehend mathematics lessons. On the other hand, nearly all the teachers agreed upon defining mathematics concepts and relating them to the real life and promoting students’ interest in mathematics as the crucial factors to comprehend mathematics lessons. Asking students different questions was also ranked high by the teachers.

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Figure 2: Teachers’ responses on the difficulty and easiness of new textbooks

As figure 2 show, nearly all the teachers felt new version of textbooks is difficult while very few 2 out 15 teachers reported that they are neither easy nor difficult.

Figure 3: Teachers’ perception about the design of new and old textbooks

Figure 3 shows that 11 out of 15 teachers agreed to new textbooks when considering the design of the textbooks which grasp students’ interest for learning mathematics while very few 4 out of 15 teachers believed so with old version of mathematics. Conversely, as seen table 11 in Annex 1, half of the respondents strongly disagreed that both of the textbooks are not prepared according to students’ cognitive development. While only 5 teachers reported that old textbooks are designed according to students’ cognition.

Table 9: Teachers’ responses about mathematics concepts and its link to everyday life Mathematics concepts linked to everyday life in

mathematics textbooks Old textbooks New textbooks

Strongly agree 0 7 Agree 0 3 0 2 4 6 8 Teachers Much Difficult Difficult

The same degree of difficulty Little easy Much easy Teachers 4 11 0 0

Teachers

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I do not know 4 0

Disagree 0 0

Strongly disagree 11 5

Total 15 15

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DISCUSSION

This study includes the comparison of old and new mathematics textbooks of grade 7-9 from the aspects of teaching and learning approaches, difficulties and easiness, design and so on and mathematics teachers’ views about these issues. Therefore in this section it might be better to discuss some teaching and learning approaches regarding old and new textbooks, and teachers believe as well as.

Comparison of old and new mathematics textbooks

From teaching and learning approaches point of view

This study found that all chapters of old textbooks of grade 7-9 include examples and exercises, while illustrations were included in a few chapters. Also explored that examples, exercises, illustrations, lesson summarizing, questioning and students activities were visible in all main chapters of the new textbooks. Group work and homework were the approaches which were not seen in any chapters of the both textbooks. This is shown that new textbooks are well provided regarding mentioned teaching and learning approaches. Regarding these issues teachers responded differently, as they also agreed that old textbooks are based on some teaching and learning activities (e.g. examples and exercises) (see tables 4 and 5). In addition, according to teachers’ views, illustrations are well visible in new mathematics textbooks. Conversely, most of the teachers responded that old textbooks are well designed; regarding asking question, students’ activities and group work (see tables 4 and 5), which were never seen in any chapters of the old textbooks( see tables 1,2 and 3). Also approximately 1/3 of the teachers agreed that asking question and students activities are involved in new textbooks. While, study from text analysis found, that asking question and students activities in all chapters of the new mathematics textbooks of grades7-9 are included. From teachers’ perceptions, these are also found that new textbooks are well engaged with motivation and assessment approaches and reinforce them by graphs and diagrams to get knowledge easily. From teachers’ views, both of the textbooks are based on some teaching and learning approaches.

As above mentioned, in some extent this study found different results. There are two reasons of opposition between text analysis and teachers views.

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share their ideas to each other and do it cooperatively (ibid). As well as Toit & Kotze (2009)note that asking question is an important way through which students can find right answer and improve their high order thinking skills. Consequently, there are many teaching and learning approaches and strategies which promote mathematics teaching and learning process. Therefore, Afghan mathematics textbooks should be based on these approaches and strategies. Study found (from text analysis) that some important learning approaches are missing in new textbooks such as group work and homework. Therefore, in future these approaches should be considered in revising the mathematics textbooks.

Teachers believes about cognitive development of mathematics textbooks

Study investigated that most of the mathematics teachers believe that new mathematics textbooks are difficult (see figure 2). Additionally, as seen in table 11 Annex 1, half of the respondents strongly disagreed that both of the textbooks are not prepared according to students’ cognitive development while Ministry of Education (2010) stated that the new version of the textbooks is based on students’ cognitive abilities. This is shown that the teachers’ views and Ministry of Education statements are contradictory and teachers believed that it is very important that textbooks should be designed according to students’ cognitive development. As Wood (2011) states that textbooks should be well provided according to students’ cognition and it can promote students learning achievement. Also he continues that textbooks designers should consider students’ cognition while revising textbooks. Accordingly, Afghan mathematics textbooks should be provided easy and should be based on students’ cognition.

Design of old and new mathematics textbooks

Regarding design of mathematics textbooks, teachers reported different opinions. Most of the mathematics teachers responded that new textbooks are well designed. Furthermore, analysis from textbooks also found that new textbooks have good and qualitative design. Good designed textbooks may improve students’ learning interest. As many researchers emphasize on well designing of the mathematics textbooks (e.g. Wittmann, 1994). As a result can be asserted that new textbooks are well designed, as papers of the books have good quality, graphs, illustrations and pictures in the new textbooks are visible very well.

Mathematics concepts and their use in everyday life

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mathematics in their everyday life. New textbooks did not apply this issue considerably according to the teachers.

Contents and use of teachers’ guide of textbooks

As contents transfer knowledge to students directly, therefore, the content of textbooks must be well written and connect everything very well (Namukasa, 2004). In this study found that contents of the new textbooks are written in a good way. Moreover it is explored that new textbooks are based on teachers’ guide, and it is the importance of new mathematics textbooks. Teacher’s guide is an important issue which can enhance teaching and learning achievement. As Samady (2007) notes that teacher’s guide plays crucial role in learning process. Therefore, teacher’s guide should be developed in textbooks.

Over all, from text analysis it can be concluded that many teaching and learning approaches were regarded in new textbooks, while a few were included in old textbooks. From teaching and learning approaches perspectives, new textbooks are better organized for mathematics classes. Regarding this issue, teachers reported differently. According to teachers’ beliefs, various approaches are involved in both textbooks.

Cognitive development is the other issue which is discussed above. This is found that both of the mathematics textbooks are not provided according students’ cognition. In revising of textbooks, this issue must be considered. Only well educated and expert educators designers can do this task in a good way. Therefore, Ministry of Education should employ experts and well educated educators in this area.

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CONCLUSION

The aim of this study was to compare old and new mathematics textbooks from some important teaching and learning approaches and explore for teachers’ perceptions regarding learning and teaching approaches and design. Findings of the conducted study to a large extent is based on literature review and contributed to the existing knowledge. Additionally, the study responded the research questions. Since, six mathematics textbooks of grades 7-9 were analyzed from different pedagogical and didactical aspects, as learning and teaching approaches and strategies were explored and compared. As well as, structured questionnaires were distributed to 15 experienced and educated mathematics teachers. Accordingly, these teachers responded all the questions in questionnaires very well. The questions in questionnaires were mostly related to teaching and learning approaches, and other aspects on mathematics’ textbooks.

As mentioned this study contributed to existing knowledge in the area. Therefore, this study might be a useful and helpful in Afghanistan. As in Afghanistan limited studies and research can be found on this topic. Furthermore, findings of this study cannot be generalized. Therefore, it is more important to think about the importance and the reality of this study.

The used method was very appropriate to the study. Quantitative research methods were associated with the study. The reality of study is mostly is based on method. As Denscombe (2010) stated, the validity of a research modifies us, that the research method should assess the reality of a research in real way.

The findings of the study are debatable. Since, from text analysis it is found that new mathematics textbooks are well arranged from pedagogical and didactical aspects than old ones, and have good quality of the use of papers, illustrations and models. While mathematics teachers’ believes in some extent were similar with text analysis, but in some extent were different. As teachers also reported, that some important learning and teaching approaches are used in new textbooks. While, they selected some learning and teacher approaches regarding old mathematics textbooks contradict to new textbooks, which were never found in old and new textbooks from text analysis.

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ANNEXES

Annex 1

Table 10: Teachers’ responses on the essence of homework and group or pair work

Statement Options Old Textbook New Textbook

It is more important for understanding

mathematics to force students write homework and work in group or pair work Strongly agree 1 8 Agree 6 5 I do not know 0 1 Disagree 0 0 Strongly disagree 8 1 Total 15 15

Figure 4: It is important to use the problem solving teaching strategy (e.g. Words problems) while teaching new mathematics text books

Table 11: Teachers’ views about cognitive development regarding mathematics textbooks For better understanding of students in

mathematics, it is important that textbooks should be designed according to students’ cognitive development. To what extent do you agree/disagree that the old or new

0 1 2 3 4 5 6 7 8 9 10

Old Textbook New Textbook

Strongly agree Agree I do not know Disagree

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version of textbooks also reflect the same

Strongly agree 5 0 Agree 3 4 I do not know 0 3 Strongly disagree 7 8 Disagree 0 0 Total 15 15

Figure 5: Teachers’ responses on the use of pedagogical teaching strategy such as (dialogue, cooperative learning and models) while teaching mathematics text books

0 2 4 6 8 10

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Figure 6: Teachers’ responses on the importance of questioning between students

0 2 4 6 8 10 12

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Annex 2

Teacher number………….. Teachers’ Questionnaire

A. Teachers Background information: Age: ………… years

Male  Female 

School location Rural Urban Semi rural

Education: (Please select one option based on your highest level of education)

Grade 12  Grade 14 Grade 16  Above Grade 16  Teaching Experience………. years

Teaching Class: Boys  Girls  Mixed  Teaching Level/Grade: Grade-7  Grade-8  Grade-9 

Grade-7 -9  Grade-7 -12  Other 

Have you ever taught math to other grades: Yes No, If yes, to which grades please specify:………

Have you ever taught outside the country: If yes, please specify:………… Did you participate in in/service teacher training programs? Inset I Inset II Other training:………..

Questions

1. Do you think that new textbooks compared to old textbooks are: (from teaching perspectives)?

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2. Some aspects of textbooks from learning perspectives: (You can choose more than one option). Note :( 1 agree and 0 disagree).

3. Do you think that new or old textbooks are designed according to below listed perspectives? (You can choose more than one option and please put check mark).

4. Do you agree or disagree that old or new textbooks are designed according to pair work, group work and exercises.

A. Old textbooks: Strongly agree  Agree do not know strongly disagree Disagree

B. New textbooks: Strongly agree  Agree do not know strongly disagree Disagree

5. Motivations strategies (that is reward, appreciation) are important to improve students’ learning of mathematics. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Options Old textbooks New textbooks

a) They are written according to the students’ learning level.

b) They are written higher than the students’ learning level.

c) Examples and the exercises are only to memorise formula of math concepts.

d) To some extent the examples and the exercises are for understanding math concepts.

e) Contain appropriate mathematics knowledge. f) The language is not appropriate.

Options Old textbooks New textbooks

a. Asking Questions

b. students’ active participation b. cooperative learning

c. problem solving d. models

e. bringing examples

f. illustration ( e.g. charts, graphs)

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A. Old textbooks: Strongly agree  Agree do not know strongly disagree

Disagree

B. New textbooks: Strongly agree  Agree do not know strongly

disagree Disagree

6. It is necessary that the teachers must be capable, so that the students easily make sense of the instructions of teachers about mathematics. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Disagree

7. For better achievements in Mathematics, teachers must assess their students’ understanding rather than receiving only the right answers. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Disagree

8. For better understanding of students in mathematics, it is important that textbooks should be designed according to students’ cognitive development. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Disagree

9. Do you think that the new textbooks or old textbooks are better designed to promote students’ interests for learning mathematics?

a) Old textbooks b) New textbooks c) Both the same d) No one

10. It is important to use the problem solving teaching strategy (e.g. Words problems) while teaching new mathematics text books. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Disagree

B: New textbooks: Strongly agree  Agree do not know strongly disagree

Disagree

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A. Old textbooks: Strongly agree  Agree do not know strongly disagree Disagree

B: New textbooks: Strongly agree  Agree do not know strongly disagree Disagree

12. It is more important for understanding mathematics to force students write homework and work in group or pair work. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Disagree

13. It is very important for mathematics teachers to reinforce their students by explaining charts, graphs and diagrams. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

14. Teachers should use pedagogical teaching strategy such as (dialogue, cooperative learning and models) while teaching mathematics text books. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

15. It is important to let your students to ask more questions themselves. To what extent do you agree/disagree that the old or new version of textbooks also reflect the same?

Disagree

16. In order to make students comprehend mathematics lessons, it is necessary for teachers to: (Rank the below phrases from 1-5), 5 is most important then 4 is important then3, 2 & 1).

__asking questions from their students

__bringing examples for students’ learning improvement

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TEXTBOOK ANALYSIS IN AFGHANISTAN