Teachers editing textbooks: Changes suggested by teachers to the math textbook they use in class

Shai Olsher, Ruhama Even

Research output: Chapter in Book/Report/Conference proceedingConference contribution


This study focuses on the changes teachers suggest making in math textbooks. The study addresses this issue by investigating the changes the first year participants in the M-TET project suggested to make in the math textbook they used in class, adopting Activity Theory as a theoretical framework. The participants, nine 7th-grade teachers, worked in an online environment combined with monthly face-to face group meetings and on-going consultation. Four types of teachers’ changes to the textbook were identified: (1) Creating organizers to improve teacher work and accessibility to parents, (2) Integrating technological tools for improving mathematics teaching and learning, (3) Re-structuring textbook content presentation to better suit student learning, and (4) Adding materials for students with low achievements. This study contributes to gaining insights into teachers' needs, desires and aspirations about textbooks and the mathematics curriculum, and also revealing areas that require professional development.
Original languageEnglish
Title of host publicationProceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014)
EditorsK. Jones, C. Bokhove, G. Howson, L. Fan
Place of PublicationSouthampton, GB
PublisherUniversity of Southampton
Number of pages6
StatePublished - 1 Jul 2014


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