Content Analysis on the Ethiopian Mathematics Textbook for Grade-10 and Teachers’ Perspectives: Challenges and Implications to Teachers’ Instructional Practices

Abreha Tesfay Weldeslassie , Girmay Negash

Behaviorism, Cognitive objectives, Constructivism, Content Analysis, Instructional Practices, Mathematics textbook, Misconception

The purpose of teaching and learning is to equip students with knowledge, attitude, and skills. It strengthens the overall students' capacity, opens room for students to become competent and problem solvers in the real-world of daily-life activities, if not so it is meaningless and empty. The objective of this study is to identify problems and strengths of grade-10 mathematics textbook, identify factors affecting instructional practices and recommend corrective measures, policy directions, share experiences among teachers, practitioners, policy makers, and the education community. The study employed mixed research approach employing content analysis and conducting survey on grade-10 mathematics teachers from randomly selected schools. Findings indicated that a large number, 35 (55.70%) out of 62 textbook activities are purely assigned for the concept of functions; polynomial, trigonometric, exponential and logarithmic. The geometry part (measurement, coordinate and plane geometry) took a total of 21 (33.87%) activities indicating that little emphasis is given to geometric concepts. The remaining 6 (9.68%) activities are assigned for solving inequalities. Most activities focus on lower-level cognitive objectives (44.83% for remembering). It can be concluded from the findings that the voluminous nature of the textbook (Mean =4.00, S.D.=1.3801), low interest of students towards mathematics learning (Mean=4.6190, S.D.=0.5754) and mathematical misconceptions, high rate of migration (including students and young teachers), lack of continuous training (Mean=3.4762, S.D.=1.4013), lack of parents’ support (Mean = 3.7143, S.D.=1.1606) and low living standard of teachers are among the major factors affecting teachers’ instructional practices. The bold idea found then is that most teachers have high interest in teaching, but their moral in practice is dead.

"Content Analysis on the Ethiopian Mathematics Textbook for Grade-10 and Teachers’ Perspectives: Challenges and Implications to Teachers’ Instructional Practices", IJRTI - International Journal for Research Trends and Innovation (www.IJRTI.org), ISSN:2456-3315, Vol.9, Issue 6, page no.74 - 84, June-2024, Available :https://ijrti.org/papers/IJRTI2406012.pdf

Volume 9 Issue 6, June-2024

Pages : 74 - 84

Paper Reg. ID: IJRTI_189978

Published Paper Id: IJRTI2406012

Downloads: 205,634

Research Area: Mathematics

Country: -, -, Ethiopia

Published Paper PDF: https://ijrti.org/papers/IJRTI2406012

Published Paper URL: https://ijrti.org/viewpaperforall?paper=IJRTI2406012

ISSN: 2456-3315 | IMPACT FACTOR: 10.57 Calculated By Google Scholar | ESTD YEAR: 2016

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