An analysis of Hong Kong textbooks: a focus on problem types and ICT in geometry strand

Abstract

This is an analysis on textbooks for elementary secondary levels in Hong Kong, focusing on the type of problem solving and the use of information and communication technology (ICT) in geometry strand. Textbooks can provide different learning opportunities for students. Usage of textbooks is widespread in secondary schools and most mathematics teachers are used to rely on textbooks in classrooms. As such, the differences of textbooks would affect what happens in the lessons. Problems in the textbooks are significant elements of the approach, as they are of any educational process, because problems focus on energy and attention, and conduct the students in the integration, application, and extension of knowledge. A content analysis has been taken in this study, by comparing the distribution patterns of the quantities of problems representing various kinds of applications in the selected textbooks. The framework is the conceptual framework used by Fan and Zhu (2006) which concerns with the definition of the task from the perspective of textbook analysis. According to the quantitative patterns, it hints the frequencies with students exposed to different kinds of the problems and, therefore, has critical influence on student’s learning. The coding results of the study indicated that the majority of the three types of problems were traditional, closed-end, non-application and problems with sufficient data provided. Most of the to-be-solved problems and worked problems were routine ones while half of the problems with use of ICT were of that type.