Abstract
This study aims to identify the importance of mathematics textbook to students and, how they read it. A questionnaire was built to collect the data. The validity and reliability of the questionnaire were insured. A sample of 301 students responded to the questionnaire. The results indicated that the importance of mathematics textbook was moderate and that students valued the working examples and exercises. The students’ style of reading was scanning; with focus on working examples, exercises and solving procedures, not on the understanding of mathematics concepts. Little attention was given to connecting between new mathematics concepts and previous knowledge. The results showed that the parts syudents focused on were working examples (83%) and exercises (77%). Additionally, the most neglected parts were mathematics applications (76%). The T-test indicated statistically significant differences between genders’ responses towards the importance of mathematics textbook; in favor of females. (Keywords: Grade Twelve Students, Importance of Mathematics Textbook, Reading Mathematics Textbook)
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