Abstract
This article comments on mathematics textbooks for lower secondary schools. Authors do not focus on texts in the books but on the nonverbal elements instead. A possible system of categories which enables mapping and classifying of such elements is suggested in this article. As a result of that, it is possible to evaluate and compare the textbooks which the authors have analysed. A pilot research of putting this evaluation system in use is also described in the article. The research ascertains whether the system of categories is useable to obtain sets of nonverbal elements suitable for further analysis.
Highlights
There have been a number of publications on evaluation of textual content in textbooks [1,2,3,4,5]
As a follow-up to the researches mentioned, we present an article whose aim is to deal with evaluation of mathematics textbooks from the point of view of nonverbal elements
With respect to the small scope of our pilot research we have focused on the topic of planar and spatial geometry as it is defined in the framework education program: mathematics and its application
Summary
There have been a number of publications on evaluation of textual content in textbooks [1,2,3,4,5]. Other researches deal with nonverbal elements from the multicultural and gender point of view e.g. Moraová [9] which we are going to focus on in one of our following papers. As a follow-up to the researches mentioned, we present an article whose aim is to deal with evaluation of mathematics textbooks from the point of view of nonverbal elements. Further in this article we will present a suggestion of how nonverbal elements can be categorized and how we can compare mathematics textbooks using this categorization. This would enable us to evaluate the quality of a textbook with respect to a criterion other than textual content
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