CHAPTER 1

THE INTRODUCTION
Textbooks are believed to be artefacts. They are a part of schooling that many
stakeholders have the chance to examine and understand or misunderstand. Textbooks
are the physical tools that are most intimately connected to teaching and learning inside
classrooms. They are intended to convert the abstractions of curriculum policy into
operations that teachers and students can carry out. Also, they are designed as
mediators between the designers of curriculum policys intentions and the teachers that
provide instruction in classrooms. Textbooks precise mediating role may vary according
to the specifics of different nations, educational systems and classrooms. Their great
significance is constant. (Valverde, et al., 2002)
According to Ravitch (2003) and Valverde, et al. (2002), textbooks are vitally
significant since they play an important role in shaping teachers, students and families
views of school subjects. While Sewall (1992) goes so far as to say that it is almost
impossible to achieve a high level of education without the use of textbooks.
The practice of using textbooks is as old as the practice of writing according to
Robinson (1981). The word textbook appeared in the 1830's long after collocation
textbook (Love and Pimm, 1996). The first arithmetic textbook, according to Walbesser
(1973), was written by Isaac Greenwood in 1729; `Arithmetick, Vulgar and Decimal'.
Mathematics textbooks have been synonymous with mathematics education
throughout history (Fauvel, 1991; Gray, 1990; Love & Pimm, 1996). In many instances,
often all that remains as a record of Mathematics programs of the past are historical
mathematics textbooks (Love, et. al., 1996). Robert Records The Ground of Arts,
published in 1543 is one of the earliest documented mathematics textbooks written with
a scholarly approach to mathematics (Fauvel, 1991).
Textbooks have remained significantly unchanged, and as with schooling of the
past, contemporary schooling is characterized by a heavy dependence on textbooks
(Chambliss & Calfee, 1998; Woodward, Elliott, & Nagel, 1988). As stated by Johansson

(2006), the teaching of mathematics relies on textbooks more than any other subject
area. Mathematics textbook is often the teachers source of content, used in up to 90%
of 2 mathematics lessons, sequencing and instructional activities and ideas for lessons
(Johansson, 2006; Reys, & Chaves-Lopez, 2004; Woodward, et al., 1988).
Studies show that mathematics teachers have been found to rely on textbooks
for at least 90% of their teaching time (Mikk, 2000). In addition, Valverde and Schmidt
(1998) stated that when teachers try to cover every aspect of it, hindering or ignoring
the application of suitable methodologies for teaching and learning where necessary,
the major failing of textbooks then occurs.
Background of the Study
Globally, it is accepted that mathematics and science textbooks have a major
influence on classroom practice (Valverde et al., 2002). Robitaille and Travers (1992)
indicated that textbook content and how such textbooks are used impact directly on
students' learning. Among the key factors in implementing this content is the textbook
while the curriculum is widely accepted as the central to influencing the choice and
treatment of subject matter in mathematics classrooms, (Schmidt, McKnight, Valverde,
Houang, and Wiley, 1997). Many researchers (Skemp, 1982; Van Dormolen, 1986;
Pimm, 1997; Hiebert and Carpenter, 1992; Dowling, 1996; Orton, 2004) have studied
particularly some of the key concerns with mathematics textbooks yet only few
researchers have thoroughly examined the textbook as a whole with the exception of
the Third International Mathematics and Science Study (TIMSS) (Valverde et al., 2002).
Historically in Ireland, mathematics teaching and classrooms have been strongly
influenced by commercially produced school textbooks that have promoted a view of
mathematics concerned mainly with skills and instrumental learning (NCCA, 2005). In
Australia, research in recent times has shown the dependence of Australian teachers on
commercially produced curriculum resources, particularly the student textbook, for
delivering the curriculum (Shield, 1991; Watt, 2002). However, this heavy dependence
of Australian teachers on the mathematics textbook as a means of improving the

educational outcomes of students is problematic, as the value of textbooks to student

learning is presently ill-defined (Zevenbergen, Dole, & Wright, 2004).
Additionally in Giessen, Germany, German teachers rely heavily on the textbook
in the preparation of lessons and also during lessons (Bromme & Hmberg, 1981; Hopf,
1980; Pepin & Haggarty, 2001) whereas there is a dearth of research into the use of
mathematics textbooks by German students (Love & Pimm, 1996). To obtain data on
students working from textbooks, Sebastian Rezat conducted a study in 2009 entitled,
The Utilization of Mathematics Textbooks as Instruments for Learning. A qualitative
investigation was carried out in two secondary schools in Giessen, Germany focusing
on how students use their mathematics textbooks in order to develop a better
understanding of the impact that textbooks have on learning mathematics (Rezat,
2009).
Significance of the Study
The study was significant since it was at least a substantial guidance to Math
teachers in teaching their students in a more efficient and accurate way for students to
develop a deeper and better understanding in Mathematics. The study, as well, was
significant for parents to be aware that their payment for the textbooks was not
squandered since it has been valuable to their child in accomplishing his/her academic
performance in the field of Mathematics. Moreover, the study also helped the students
and administrators know if Mathematics textbooks were still useful for learning.

Statement of the Problem

The study aimed to determine the relationship between the frequent usage of
textbooks in Mathematics and academic performance of grade 8 students of San Pedro
College Basic Education Department.
Specifically, it sought answers to the following questions:
1.

What was the frequency of Math textbook usage among grade 8

students?
2. What was the mean academic performance of grade 8 students?
3. Was there a significant relationship between the frequency of usage of
Math textbooks and academic performance of grade 8 students?
Hypotheses
The following hypotheses were formulated in the study:
H0: There was no significant relationship between the frequent usage of
textbooks in Mathematics and academic performance of grade 8 students.
H1: There was a significant relationship between the frequent usage of
textbooks in Mathematics and academic performance of grade 8 students.

Scope and Limitation

This study focused on the relationship between the frequent usage of textbooks
in Mathematics and academic performance of grade 8 students. This study was
conducted in San Pedro College-Basic Education Department, Ulas, Davao City
amongst students in the grade 8 level on the third grading period of school year 20152016.

Conceptual Framework

Frequent Usage of

Academic Performance of Grade

Mathematics Textbooks

8 Students in Mathematics

Figure 1. The Conceptual Paradigm of the Study

Figure 1 shows the conceptual paradigm of the study. It consists of two variables.
The first variable was the frequent usage of Mathematics textbooks based on how
frequent grade 8 students use their Mathematics textbooks in a month. The second
variable was the academic performance of grade 8 students in Mathematics based on
their second grading period grades in Mathematics.
Theoretical Framework
ACTIVITY THEORY

The activity theory can be applied to create a

suitable model for the activity textbook use

Tetrahedron model of textbook use

student teacher textbook

student textbook mathematical knowledge
student teacher mathematical knowledge
teacher textbook mathematical knowledge
Figure 2. The Theoretical Paradigm of the Study

This study is related on the activity theory developed by Russian psychologists

Vygotsky, Rubinshtein, Leont'ev and others. One theoretical perspective that is helpful

in understanding the role of textbooks in mathematics classroom comes from an

interpretation of activity theory (Rezat, 2006). According to this theory, humans conduct
activities in a culturally mediated context by using an embedded artifact to reach an
object. Activity theory attempts to explain the role of textbooks in teaching and learning
of mathematics from a sociocultural perspective by using subject-mediating artifactobject triad. Textbook use is one such activity. Humans use artifacts called
mathematics textbooks to reach an object in a culturally formed system. In other words,
textbook use is influenced by the educational system in which it is used (Li, 2007).
Textbooks are both a pedagogical tool as well as a marketed product, textbooks are an
instrument for learning as well as an object of learning, and textbooks address both
students and teachers. These dimensions capturing the dual roles of mathematics
textbooks make it impossible however to understand the role of human activity called
textbook use by a single triad of subject-mediating artifact-object supplied by
Vgotsky-inspired theoretical tool, Rezat (2006) proposed four traits forming a
tetrahedron model together as shown in Figure 3.

Fig. 3: Tetrahedron model of Textbook Use

Figure 2 in fact represents a more comprehensive model of textbook use. The
tetrahedron represents the use of textbooks in class. Each of the triangular faces of the
tetrahedron reveals another aspect of textbook use.
(1) student teacher textbook

The students use the textbook through mediation of his or her teacher. They
access the information in the textbook when the teacher borrows concept
explanations, metaphors, definitions, theorems or other pedagogical tools
from textbook, or when she assigns problems to students from the textbook.
(2) student textbook mathematical knowledge
The student reaches mathematical knowledge by using a textbook without
the mediation of a teacher. This happens when for example, a student reads
a textbook for an explanation of a mathematical concept, follows a workedout example or attempts to solve a problem by his or her own initiative.
(3) teacher textbook mathematical knowledge
This refers to teachers use of textbook for his own professional development
in a context more general than the need to prepare a particular lesson, and
more as a source of reference to supplement his mathematical knowledge.
(4) student teacher mathematical knowledge
The students can learn mathematical knowledge directly from their teachers;
however, we do not focus on this face of the tetrahedron as it does not
involve textbook use directly.
Definition of Terms
The following terms were used in the study:

Frequent of Usage of Mathematics Textbooks how frequent grade 8

students use their Mathematics textbooks in a month

Academic Performance second grading period grades of grade 8
students in Mathematics