Original scientific paper
https://doi.org/10.15516/cje.v27i3.6350
What Has Changed in 15 Years and What Has Remained the Same? Exploring Teachers’ Use of Mathematics Textbooks
Ljerka Jukić Matić
orcid.org/0000-0002-8947-6333
; Josip Juraj Strossmayer University of Osijek School of Applied Mathematics and Informatics
Dubravka Glasnović Gracin
orcid.org/0000-0001-5195-4873
; University of Zagreb Faculty of Teacher Education
Abstract
Textbooks have long been central resources in mathematics education in many countries, including Croatia. Fifteen years ago, a comprehensive study on their use in lower secondary grades revealed that Croatian teachers relied heavily on textbooks for lesson planning and execution. Teachers primarily followed the structure of textbooks, and used them extensively for practice exercises and homework assignments. In 2019, an educational reform was introduced that emphasized problem-solving skills, professional development, and teacher autonomy. This reform prompted the question of how teachers’ use of mathematics textbooks has changed over the past 15 years. Using a questionnaire with both closed-ended and open-ended questions, this study examined the extent of textbook use, teachers’ textbook selection criteria, and their perceptions of textbook quality. The results show a notable decrease in teachers’ reliance on textbooks compared to 15 years ago, while the use of other teaching resources has remained consistent. Furthermore, the study observed changes in the criteria teachers use to select textbooks, reflecting evolving priorities in education. These findings highlight the need to reassess the role of textbooks in mathematics education. They also emphasize the importance of ensuring high-quality textbook design that aligns with contemporary educational goals across different levels of schooling.
Keywords
mathematics education; textbook use; textbook selection criteria
Hrčak ID:
345112
URI
Publication date:
29.9.2025.
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