Exploring criteria for university mathematics teachers’ selection of calculus textbooks

Abstract

This study delves into the nuanced process of calculus textbook selection by university mathematics lecturers. Drawing from a conceptual framework that encompasses various selection criteria, including culture-driven, student-driven, resource-driven, teacher-driven, mathematics-driven, and constraints-driven factors, the research examines the predominant criteria guiding lecturers’ choices. Data from participating lecturers reveal a multifaceted decision-making process. “Culture-driven selection” emerges as a significant criterion, indicating the influence of curriculum committees. Additionally, educators prioritize “student-driven selection,” valuing accessibility and contextualization, while also favoring textbooks with abundant resources and problems. The study underscores the complexity of textbook selection, shedding light on how instructors navigate educational, commercial, and student-centered considerations. These findings offer insights beneficial for textbook authors and publishers, useful for the creation of resources aligned with educators’ preferences.