Organizing Tools Suggested by Teachers in the Mathematics Textbook They Use in Class

Shai Olsher, Ruhama Even

Research output: Contribution to journalArticlepeer-review


This study examined the changes that a group of nine Israeli 7th grade mathematics teachers, who collaborated on editing the textbook they used in class, chose to make in the textbook. Data sources included the project website (using a modified wiki-book platform), the group meetings, interviews with the teachers, individual papers written by the teachers, and a research journal. Data analysis revealed 4 types of change that the teachers wittingly and purposely suggested making. Three of them comprised changes related to ways suggested in the textbook to teaching and learning mathematical content: integrating technological tools, re-structuring textbook content presentation, and adding materials for students with low achievements. The 4th type of change was of a different nature, associated with creating organizing tools embedded in the textbook in order to make the textbook user-friendlier. The work on the 4 types of change involved 3 kinds of challenge: professional, conceptual, and technical.

Original languageEnglish
Pages (from-to)1381-1399
Number of pages19
JournalInternational Journal of Science and Mathematics Education
Issue number7
StatePublished - 1 Oct 2019

Bibliographical note

Publisher Copyright:
© 2018, Ministry of Science and Technology, Taiwan.


  • Collaborative textbook editing
  • M-TET project
  • Teachers editing textbooks
  • Textbook development
  • Textbook organizing tools

ASJC Scopus subject areas

  • Education
  • General Mathematics


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