An analysis of Irish mathematics textbook tasks in the context of curriculum change

Abstract

ABSTRACT This study is concerned with the analysis of mathematical textbook tasks at the second-level in Ireland, in the context of the introduction of the revised curriculum entitled ‘Project Maths’. A total of 7635 tasks on the topics of Pattern, Sequences and Series, and Differential Calculus were analysed; these tasks were selected from editions of three textbook series available before and after the curriculum change. The analysis was carried out using a framework specially formulated for the purposes of this study, based on an amended version of the Project Maths objectives centred on its representation/characterisation of ‘synthesis and problem-solving skills’. Our findings suggest that the post-Project Maths textbook tasks offer more problem-solving opportunities compared to those in the older textbooks, but that there is still much scope for further development. Based on our analysis, it would appear that all three textbook series have neglected important objectives of the Project Maths curriculum such as providing opportunities for students to devise models/techniques and translate information from written to mathematical form.