Mathematics Education Textbook Research Trends

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Mathematics Education Textbook Research Trends: A Systematics Literature Review

Fazlina Nadrah Ismail^1*, Roslinda Rosli¹

1 Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia

*Pengarang Koresponden: [email protected] Accepted: 15 September 2022 | Published: 1 October 2022

DOI:https://doi.org/10.55057/ijares.2022.4.3.12

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Abstract: The Ministry of Education Malaysia (MOE) has made changes to the content in mathematics textbooks to ensure that the textbooks produced are of good quality and able to meet the educational aspirations of this country. This systematic literature review aims to synthesize empirical studies on mathematics textbook research since 2002. This study is expected to improve mathematical achievement and produce students who are not only mathematically skilled but able to apply mathematical understanding in more complex situations. The methodology of this study is a systematic literature review method based on PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyzes) by using the databases of SCOPUS, Web of Science, and Google Scholar. A thorough search in the electronic database revealed 42 studies on mathematics textbooks published between 2002 to 2022 nationwide based on pre-established criteria. The results show that researchers in Asia and Europe focus on textbook research more than researcher elsewhere. The textbooks most frequently researched are mathematics books for primary schools. Textbooks' research topic consists mostly of numbers and operations, geometry, and algebra.

Keywords: mathematics textbook, mathematics, systematic literature reviews

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1. Introduction

Textbooks are the main teaching aids in the teaching of mathematics. Textbooks are also a major curriculum resource in many countries and an important element in education (Pepin, Gueudet & Trouche, 2013). Although there is a variety of sophisticated teaching aids in the age of technology today, Gopinathan (1983) defines the material that is widely used in the classroom as a textbook. The need for teaching aids is highly encouraged to facilitate teachers to deliver lessons and students' understanding of learning (Mohd Sahandri, Roselan &

Saifuddin, 2012).

Textbooks are the main reference source that is mandatory in all schools to help the teaching and learning process run smoothly while facilitating teachers and students in the classroom.

Many studies have shown the use of mathematics textbooks is an important resource for teachers and students in the teaching and learning of mathematics. This statement is supported by Yang, Tseng, and Wang (2017), who state that textbooks are an important element in Mathematics Education and, a basic resource to support teachers teaching (Stará & Krčmářová, 2015).

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Change after a change has been made by the MOE in achieving the country's aspirations.

Various skills need to be provided and applied to students to enable them to be competitive and have added value, at the same time it is able to increase their potential and talent at the highest level. Mathematics is a subject that is considered difficult but can turn into a favorite subject of students if teachers wisely use various teaching strategies that can attract students to generate High Order Thinking Skills (HOTS). Therefore, students are not only excellent in terms of academics and personality but also able to apply them to their daily lives. Thus, Malaysians will be born who are not only smart in using technology but also contributors to new inventions in science and technology.

Countries like Singapore have been implementing HOTS-oriented teaching and learning since 1997 (Yeo & Zhu, 2005). This has been shown by the country’s achievements in the Trends in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA), where Singapore has ranked in the top five in both assessment tests. In Malaysia, creative and critical thinking skills were introduced in 1989 after national curriculum changes were implemented while thinking skills-oriented teaching began in the early 1990s (Rajendran, 2010). However, the implementation of critical and creative thinking skills in the classroom has failed according to the PPPM 2013-2025 report. The effect of this failure can be seen in the achievement of Malaysian students in the subjects Mathematics in TIMSS and PISA at an unsatisfactory level.

The purpose of this study is to synthesize empirical studies on mathematics textbook research since 2002. The objective of this study is to explore the elements of empirical research related to mathematics textbooks. The research questions are as follows:

1) What were the regions and specific location of the analysed textbooks?

2) What level of education were the most analysed textbooks focused on?

3) What were the most researched topics?

2. Literature Review

The role of mathematics textbooks

Various teaching tools can be applied in the teaching and learning process to meet 21st-century education (PAK21). Nevertheless, the need for the use of textbooks cannot be denied, including Mathematics textbooks in all schools in Malaysia. Reliance on textbooks is to make it easier for teachers to teach students. In addition, students need textbooks to be used as reference material and main support during learning time in the classroom or outside the classroom.

The Ministry of Education Malaysia has stated guidelines on the function or role of textbooks in the education system in Malaysia. The role of is textbooks as the main support material of the curriculum to improve teaching and learning standards to help students to acquire skills such as creative thinking, innovation, problem-solving, and leadership. (Year Report, Textbook Section, 2015). Moreover, the textbook is also a reference material in the teaching and learning process as well as a vehicle for conveying consistent information in education in Malaysia based on accurate facts. Furthermore, textbooks are also a medium for conveying the message of elements across the curriculum, including pure values, and as a medium for the application of 21st-century skills elements. Textbooks can also translate the application of elements of thinking skills (Textbook Division Annual Report, 2017).

The role of this textbook stated by the MOE is to achieve the country's aspirations of producing human capital for the sake of excellent national development. Therefore, the use of textbooks

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provided by the MOE for education in Malaysia is very important. In mathematics education, mathematics textbooks play a very important role in helping teachers with specific materials to teach. In short, math textbooks help teachers to design and explain learning topics that will be discussed in the classroom.

A study by Rezat (2010), showed that students not only use mathematics textbooks when instructed by the teacher, but they use them voluntarily. Furthermore, students combined their mathematics textbooks as instruments into four activities: problem-solving, consolidation, acquiring mathematical knowledge, and activities related to an interest in mathematics.

Problem-solving is associated with activities in which students use their math textbooks to get help in solving problems. Accordingly, activities involving mathematics textbooks not only provide an overview of the use of mathematics textbooks to students but also provide an overview of mathematics learning for students.

Textbooks analysis

With the importance of textbooks and their strong influence on teaching and student achievement (Alajmi, 2009), there are some studies investigating textbooks from various perspectives. Regardless of the topic and analytical focus of the study, the overall structure of the textbook tends to be examined in general. For example, Lim and Rosli (2021) studied the analysis of examples and exercises for the topics of addition and subtraction in SJKC mathematics textbooks. Azhar and Rosli (2021) analyzed the content of the topic of addition and subtraction in the level 1 mathematics textbook. Both of these studies are survey studies in which the analysis will be conducted qualitatively and quantitatively on the curriculum documents involved.

Lessani, Yunus, Tarmiz & Mahmud (2014) studied the content of Form Two mathematics textbooks in Malaysia based on the TIMSS content domain. The study found that Form Two mathematics textbooks in Malaysia have a slight shortage, where the number of examples given in some topics is much less than the exercises given. The distribution of the number of examples and exercises in mathematics textbooks is very important because the teaching and learning of mathematics are inseparable from the teaching of examples. This is supported by Ho (2018) who states that examples in mathematics textbooks have a unique function such as training students irreplaceable mathematical thinking skills.

Moreover, Lessani et al. (2014) also found that the visual aspects in the mathematics textbooks studied were relatively weak and boring for students, where there was a large number of the content presented in black and white only. Furthermore, the graphics, charts, tables, and pictures in the textbook are also not very appealing to the students. Apart from that, the layout in the textbook studied is also not very good, this also makes the content in the textbook look less interesting. According to Ho (2018), the use of contextual themes and pictures combined with specialized knowledge causes the textbook layout to be richer and more interesting in order to stimulate students ’interest in learning effectively.

3. Methodology

General background of the research

A systematic literature review method is used in this study. This method is highly recommended and best for assessing critically as well as decrypting and synthesizing research findings and discoveries identified in previous studies related to research questions and topics that wanted to be study (Cooper, 2003). Therefore, this is the best method to study related

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articles on the mathematics textbooks. Fourty-two articles were involved in this study on analysis of mathematics textbooks. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) by Moher, Liberati, and Tetzlaff (2009) is used to handle and report the outcomes of this study.

Selection criteria

In this study, only open access research articles in peer-reviewed journals and indexed with Scopus and WoS were included in this study. In addition, articles selected must written in English only and published within last twenty years (2002-2022). Articles other than research articles such as review articles were also excluded in this study.

Searching strategy

Two electronic databases, Scopus and Web of Science (WoS) were used to find out related articles. The combination of keywords that have been used were “analysis” AND “textbooks”

AND “mathematics”. Then, duplicate articles were removed and only articles that fulfilled the selection criteria were selected for the next stage. Next, for the preliminary check, the researcher went through the title of the article and abstract to remove unsuitable articles that did not provide direction or guidance to answer research questions of this study. After that, the full text of the short-listed articles was downloaded to determine which articles needed to be included or excluded in this study. Final selection of articles in this study were identified after the short-listed articles undergo assessing quality process.

Data extraction

After the finalized articles were chosen, a table for data extraction namely summary matrix were constructed. The summary matrix used in this study consists of the title of the articles and the author(s), year of publication, type of study, sample, data collection approach, limitations and suggestion for future research and the findings. Each of the chosen articles in this study were assess critically to extract the data and complete this summary matrix.

Results

This paper aims to synthesize empirical studies on mathematics textbook. The flow of articles selection is shown in Figure 3.1.

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Figure 3.1: The flowchart of article selection

Records identified through database searching SCOPUS (n = 890)

WoS (n = 290)

Records after duplicates removed

(n = 1158)

Records screened (n = 1158)

Records excluded (n = 615) 1. Not 20 years’ back 2. Not written in English

3. Book chapter or conference proceedings

Full text articles assessed for eligibility

(n = 543)

Records excluded (n = 501)

1. Not relevant to the objectives of the study 2. Not full text articles

Studies included (n = 37)

Additional records identified through other sources

(n = 5)

Total studies included (n = 42)

Additional records identified through inward backward searches

(n = 5)

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4. Findings and Discussion

This systematic literature review was conducted to explore the elements of empirical research of mathematics textbooks such as (1) region and specific location of the textbook analyzed, (2) the level of education focused and (3) the topics studied in the textbook research.

Regions and location of the analysed textbooks

Based on table 4.1, the most published articles on mathematical textbook analysis were in Asia and followed by Europe. These two countries represented 78% of the articles analyzed. This is likely due to the research culture and tradition of the use of textbooks during the learning process. Table 4.2 shows in more detail the locations of the analyzed mathematics textbooks.

Countries in East Asia are the largest contributors to analyzing mathematical textbooks.

Table 4.1: The number of publications by region Region Number of articles Percentage

Asia 19 45%

Europe 14 33%

North America 5 12%

Africa 2 5%

South America 2 5%

Table 4.2: Locality of analysed mathematics textbooks

Region Locality

Asia Malaysia, South Korea, Taiwan, Indonesia, Saudi Arabia, Japan, China Europe United Kingdom, Turki, Spain, Germany, Italy, Sweden, Netherland

North America USA

Africa South Africa, Malawi

South America Brazil

Table 4.3: Locality of the mostly researched textbooks

Locality Number of papers Percentage

Malaysia 6 32%

Taiwan 4 21%

Japan 3 16%

South Korea 2 11%

Indonesia 2 11%

Saudi Arabia 1 5%

China 1 5%

The list of countries that most frequently review textbooks is shown in Table 4.3. Based on Table 4.3, it is clear that Malaysia is the country that most often conducts analysis on mathematics textbooks. This may be due to changes in the curriculum. According to Glen (2000), Glen and Gordon (2004) as well as Hass (2007), these curriculum changes are influenced by a variety of factors. The main factors are western philosophy, Islamic philosophy, the need to increase human capital in the public and private sectors, development and research, the need in the field of training and education as well as including energy resources. Furthermore, this list can be used to identify research centers in analyzing mathematics textbooks.

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The level of education

Based on 42 selected articles, the majority of the articles focused on the analysis of high school mathematics textbooks. A total of 24 (57%) articles at the secondary school level, 17 (40%) articles at the primary school level, and 1 (2%) at the tertiary level.

Figure 4.1 shows the analysis of mathematics textbooks published from 2002 to 2022 by the level of education. In 2021, primary school mathematics textbooks were most frequently analyzed with eight articles published. Meanwhile, the number of articles published on the analysis of secondary school textbooks is in 2020.

Figure 4.1: The number of publications published in years according to the level of education

As shown in Figure 4.1, research on mathematics textbook analysis began to grow in 2013.

One of the factors was the decline in student achievement in TIMSS and PISA. For example, the achievement of Malaysian students decreased by 35% and 38% of students did not pass the minimum level of proficiency in Mathematics and Science compared to only 7% and 13% who failed the test (Ministry of Education Malaysia, 2013). This indicates that Malaysia is still lagging behind and is in a rather alarming range as there is no positive development in mathematics mastery (Kuldas et al. 2017). Therefore, many mathematical textbook analysis studies are conducted to study the changes in the content of textbooks. The content of the textbook is very important in determining the level of knowledge and skills that will be conveyed by the teacher to the students.

Topics in textbook research

Mathematics textbooks have enormous potential to support learning and teaching in the classroom, and the number of studies on mathematics textbooks has grown exponentially in recent years. There are three areas of learning that are most studied. Among them are the areas of learning numbers and operations (31%), geometry (26%), and algebra (19%). Other areas of study are statistics, calculus, and problem-solving where each is below 10%.

Numbers and operations, algebra, and geometry were most widely analyzed following a very significant decrease in average scores in TIMSS. Numbers, algebra, geometry as well as data, and probability are the four domains taken into account for TIMSS achievement in grade 8

-2 0 2 4 6 8 10

primary sencondary tertiary

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mathematics. According to KPM (2022), these four domains are at a moderate level based on student achievement. In 2015, the content domain for numbers was 472 and algebra was 467 decreasing in 2019 which was 458 for numbers and 456 for algebra. However, there was an increase in the content domain for geometry in 2015 which was 455 to 466 in 2019. Therefore, the difference in the average score for this content domain is closely related to the content in mathematical textbooks in Malaysia. Thus, the results of this study show that Malaysia is the country that analyzes the most mathematics textbooks.

The focus of the topic in the field of number learning and operations that are most analyzed is integer operations, namely addition, and subtraction. The operations of addition and subtraction are the most basic arithmetic operations in mathematics (Aperar Singh, Mohd Yusoof & Teoh, 2020). Based on cognitive theory by Jean Piaget, to introduce mathematical concepts, especially those involving addition, subtraction, multiplication, and division operations need to have a complete arrangement of the aspects of assimilation, accommodation, and equilibrium. A study conducted by Azhar and Rosli (2021), showed that the content of addition and subtraction in the Year 1 mathematics textbook uses a lot of diagrams, the relationship between symbols and meanings as well as examples of work paths that are shown in an orderly manner. Tan, Ismail dan Abidin (2018) stated that to help teachers to use textbooks optimally, the need to compile textbooks based on appropriate learning theories and meet educational needs is very important. This can prevent teachers from focusing too much by providing other teaching aids.

Furthermore, the results of Yee and Rosli (2021) study, show that the topics of addition and subtraction in the Year 1 mathematics textbook of Chinese National Type Schools (SKJC) have the most number of examples and exercises compared to other years. However, examples of addition and subtraction topics are more numerous than exercises. It aims to expose various methods of solution to students to help them to master the concepts and calculations of addition and subtraction. Along with the statement by Xia (2017) who argues that the examples found in textbooks have a solid foundation and are closely related to mathematical concepts.

The study's findings are limited in several ways, and more research can be done to shed light on other trends. Firstly, the database to search for papers in this study is WoS, SCOPUS, and Google Scholar. Other databases, such as ScienceDirect and Springer Link, would most likely aid in the identification of other papers published in scientific journals. Second, this study only focused on mathematics textbooks. Further research in various fields is expected to be conducted in the future.

5. Conclusion

In a nutshell, this study presents a systematic review of mathematics textbooks analysis from year 2022 to 2022. A total of 42 articles were selected to answer the objectives of the study.

Based on the analysis conducted, there was an increase in studies on textbook analysis in 2013.

Numbers and operations are the most frequently studied topics due to the decline in student achievement in TIMSS and PISA. In conclusion, this paper hope can be helpful as a direction or reference to others in conducting research, especially in mathematics

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