Mathematics Teachers’ Use Of Source Books Other Than Textbooks: Reasons, Results And Implications

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This study aims to investigate mathematics teachers’ use of source books other than textbooks and the reasons behind their choice. This study was designed as a descriptive study and employed a survey method. The participants were 100 middle school mathematics teachers. The participants were given a survey with open-ended questions. The responses were examined via content analysis technique. The findings suggested that 80% of the participants preferred to use source books rather than textbooks available as free-of-charge to the schools. National Ministry of Education (MoNE) has long insisted not to use source books other than textbooks; but the result of this study suggests that restrictions introduced by the MoNE do not refrain teachers from using alternative source books. The participant teachers stated that there were reasons that forced them to use extra sources and mentioned that the textbooks fell short in meeting their expectations in terms of the exercises posed, the ways in which content were structured and presented, and consideration of the student levels. The findings and results are discussed with regard to selection and preparation of textbooks, dispense of textbooks as free-of-charge, use of textbooks and required support available to the teachers in this process and the management of change resulting from the introduction of new textbooks.

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source books , mathematics textbooks , mathematics teachers

Gaziantep University Journal Of Social Sciences

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Gaziantep University Journal Of Social Sciences