Teachers' philosophy of teaching and learning Mathematics in relation to their use of Mathematics textbooks

Abstract

After two decades of using the same series of mathematics textbook, in 2006 a new series of textbooks was introduced into state secondary schools in Malta and Gozo. The aim of the study is to examine the teachers' beliefs about teaching and learning mathematics in relation to their views of the textbooks and the way they use them in the mathematics lessons. In order to achieve the objectives of this study, a number of observations and interviews were conducted with ten teachers. The findings of this study suggest that due to factors such as extensive syllabi and time constraints, the teachers find it difficult to apply a constructivist approach to the teaching and learning of mathematics. The teachers complained that the new textbooks do not afford enough opportunities for drill and practice. Indeed although the teachers declare a constructivist approach to learning they tend to follow routine practice exercises.