The opportunity to learn Euclidean geometry in two mathematics textbooks of tenth grade in South Africa

Abstract

Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Nevertheless, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the types of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approach. The Curriculum and Assessment Policy Statement's (CAPS) grade 10 Euclidean geometry curriculum and Gracin's mathematical activity types served as frameworks for the analyses. The data were analyzed following the deductive content analysis approach. The result shows that the contents of Euclidean geometry were well covered in both textbooks following the curriculum, and the contents were presented in logical and sequential order to enhance learning. In addition, it was found that the tasks in the textbooks were predominantly of argumentation and reasoning type. It was concluded that the textbooks offer sufficient opportunities for learning Euclidean geometry as specified in the curriculum for the grade level. However, the inclusion of a broader range of tasks in the future editions of the textbooks was recommended.

Buku teks memainkan peran sentral dalam pengajaran dan pembelajaran matematika. Di beberapa sekolah, buku teks berfungsi sebagai satu-satunya bahan sumber yang tersedia bagi guru dan siswa. Namun, sedikit yang diketahui tentang peluang belajar dalam buku teks matematika di sebagian besar negara. Studi ini menyelidiki peluang untuk mempelajari Geometri Euclidean dalam dua buku teks matematika kelas sepuluh di Afrika Selatan. Ini memeriksa cakupan konten, organisasi konten, dan jenis tugas yang digunakan dalam mengajar topik dalam buku teks. Penelitian ini mengikuti desain penelitian studi kasus dan pendekatan kualitatif. Kurikulum geometri Euclidean kelas 10 dari Curriculum and Assessment Policy Statement (CAPS) dan jenis aktivitas matematika Gracin berfungsi sebagai kerangka kerja untuk analisis. Data dianalisis dengan pendekatan analisis isi deduktif. Hasilnya menunjukkan bahwa isi geometri Euclidean tercakup dengan baik di kedua buku teks yang mengikuti kurikulum dan isinya disajikan secara logis dan berurutan untuk meningkatkan pembelajaran. Selain itu, ditemukan bahwa tugas-tugas dalam buku teks sebagian besar bertipe argumentasi dan penalaran. Disimpulkan bahwa buku teks menawarkan kesempatan yang cukup untuk belajar geometri Euclidean sebagaimana ditentukan dalam kurikulum untuk tingkat kelas. Namun, dimasukkannya tugas yang lebih luas dalam edisi mendatang buku teks direkomendasikan.