Abstract
This study analyzes the content of 12th-grade mathematics textbooks and workbooks, based on their inclusion of mathematical discourse components. The mathematics textbooks and workbooks were used in a Saudi Arabian school, where students are transitioning from secondary education to university. The results revealed that Saudi Arabian school textbooks and workbooks did not appropriately include discourse components or discourse skills to help facilitate mathematical learning among students. Furthermore, these textbooks did not exceed level two of the four levels of inclusion. As a result, the inclusion was insufficient in helping students meaningfully understand mathematical concepts, become active students, and develop successful community leadership. This implies that mathematics textbooks and workbooks should be revised to include mathematical discourse so that this inclusion is more student directed than teacher directed.
Highlights
Mathematics is a vital discipline in facilitating the mastery of science and technology
We presented the data regarding discourse components included in the 12th-grade mathematics textbooks and workbooks and discussed the nature of the results achieved from those data
The results showed that both Arabic mathematics textbooks and workbooks used in Saudi Arabia did not include appropriate discourse components or skills
Summary
Mathematics is a vital discipline in facilitating the mastery of science and technology. Gee (2005) stressed that discourse goes beyond speech or writing as it is “ a way of talking, acting, Mathematical Discourse in Mathematics Textbooks interacting, thinking, believing, reading, writing and mathematical values, beliefs, and points of view” National Council of Teachers of Mathematics [NCTM] (1991) stated that discourse is “ways of representing, thinking, talking, agreeing, and disagreeing; the way ideas are exchanged and what the ideas entail; and as being shaped by the tasks in which students engage as well as by the nature of the learning environment” National Council of Teachers of Mathematics [NCTM] (2014) inferred that discourse deepens the students’ meaningful learning of mathematics, as well as improves the environment in which mathematics discourse occurs. Students should be encouraged to have a dialogue with each other or talk to the class or discourse community, as this may enhance their learning of mathematics
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