Exploring the use of the textbook in a Form 1 mathematics classroom

Abstract

The main objective of this qualitative case-study was to investigate the use of the textbook in a Form 1 mathematics classroom. This study explores why and how the textbook is being used by both the teacher and her students. It sheds light on the teaching and learning of mathematics in a Form 1 classroom, as influenced by the use of the Formula One Maths textbook. Data was collected through non-participant observation in a Form 1 classroom, semi-structured interviews with the teacher and eight students, as well as relevant documents. The main findings of this study show that the mathematics textbook is still considered as a necessary resource by both the teacher and the students. Although some of the evidence point at elements of a transmission approach, the teacher is greatly influenced by the Formula One Maths - which is based on a constructivist approach to teaching and learning - to seek to place students at the centre of her teaching efforts. The choice of this textbook has helped in promoting a smoother transition from primary to secondary school mathematics. It was noted, however, that the Formula One Maths series can better serve the learning needs of all students should classes be set according to students' ability in mathematics, and classes be assigned the textbook from the series that best matches their needs.