Abstract
The analysis of textbooks is crucial to understanding their impact on students' skills and on the results of international assessments such as PISA. This study examines mathematics textbooks for the 9th grade in Albania, focusing on the algebra and functions sections in texts from the publishers Pegi, Mediaprint and Ideart. The aim is to compare content structure, progression in the development of concepts, connections with the real world, the relationship between images and explanations, suitability for the curriculum and the use of technological tools. The research reveals that, despite having a similar structure, the texts have many unsolved tasks and significant differences in the hours devoted to the same topics, without clear explanations. The progression of concepts and connections to the real world vary, with the use of pictures and practical situations more effective in some cases. Although the books conform to the 9th grade curriculum, none clearly incorporate technology as a learning support tool, leaving this choice to the teachers. Finally, beyond the constraints of the educational context, the results have implications for future research on the incorporation of experimental studies and may facilitate more effective learning by supporting teachers and students to overcome the difficulties highlighted by the PISA results. Received: 15 November 2024 / Accepted: 31 December 2024 / Published: 05 January 2025
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call