Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook

Essa A. Alibraheim

doi:10.29333/ejmste/15914

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Essa A. Alibraheim ¹ ^*

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¹ Department of Curriculum & Instruction, College of Education, Imam Abdulrahman Bin Faisal University, Dammam, SAUDI ARABIA^* Corresponding Author

Abstract

This qualitative study describes teachers’ perceptions of a mathematics textbook after more than a decade of developments in Saudi textbooks, including introducing English terms into Arabic textbooks. The sample of this study was 14 mathematics teachers at the high school level. The analysis of teachers’ interviews allowed the researcher to develop a deep understanding of the perceptions of fundamental changes in mathematics education. The findings expose the concerns of teachers regarding resource adequacy in light of the modern learning style that considers students as the center of the education process, and language issues in connection with textbook comprehensibility. These findings indicate that the Saudi Ministry of Education and leaders in mathematics education should focus on all elements of constructive alignment if they seek to meet the targets set to reform mathematics education.

Keywords

teachers’ perceptions
mathematics textbook
high school education
developed textbooks
Saudi Arabia

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 2, February 2025, Article No: em2575

https://doi.org/10.29333/ejmste/15914

Publication date: 02 Feb 2025

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Article Downloads: 34

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How to cite this article

APA

Alibraheim, E. A. (2025). Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2575. https://doi.org/10.29333/ejmste/15914

Vancouver

Alibraheim EA. Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook. EURASIA J Math Sci Tech Ed. 2025;21(2):em2575. https://doi.org/10.29333/ejmste/15914

AMA

Alibraheim EA. Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook. EURASIA J Math Sci Tech Ed. 2025;21(2), em2575. https://doi.org/10.29333/ejmste/15914

Chicago

Alibraheim, Essa A.. "Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 2 (2025): em2575. https://doi.org/10.29333/ejmste/15914

Harvard

Alibraheim, E. A. (2025). Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), em2575. https://doi.org/10.29333/ejmste/15914

MLA

Alibraheim, Essa A. "Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 2, 2025, em2575. https://doi.org/10.29333/ejmste/15914