Abstract
This study delves into the nuanced process of calculus textbook selection by university mathematics lecturers. Drawing from a conceptual framework that encompasses various selection criteria, including culture-driven, student-driven, resource-driven, teacher-driven, mathematics-driven, and constraints-driven factors, the research examines the predominant criteria guiding lecturers’ choices. Data from participating lecturers reveal a multifaceted decision-making process. “Culture-driven selection” emerges as a significant criterion, indicating the influence of curriculum committees. Additionally, educators prioritize “student-driven selection,” valuing accessibility and contextualization, while also favoring textbooks with abundant resources and problems. The study underscores the complexity of textbook selection, shedding light on how instructors navigate educational, commercial, and student-centered considerations. These findings offer insights beneficial for textbook authors and publishers, useful for the creation of resources aligned with educators’ preferences.
Introduction
The influence that textbooks have on the teaching and learning of mathematics is a recognized fact in the field of mathematics education, which has stimulated the development of a research area focused on mathematics textbooks. Although studies on mathematics textbooks began to be published at the end of the 1970s (e.g., Kepner & Koehn, 1977), it was not until the 1980s that this type of study became more common in our discipline (see, for instance, Pinker, 1981; Turnau, 1980). Today, mathematics textbook research is a well-established area within the field of mathematics education.
Despite being a relatively new area of study, some articles have been developed that provide an overview of the development of this research area (e.g., Fan, Zhu & Miao, 2013; Rezat, Fan & Pepin, 2021; Schubring & Fan, 2018). In particular, Fan (2013) develops an analysis of contemporary issues on mathematics textbook research discussed in specialized conferences and proposes a framework for textbook research divided into three areas:
Textbooks as the subject of research. The focus is on studying how textbooks are structured and their qualities. For example, how do they represent mathematical knowledge, reflect a specific pedagogy, and portray cultural and social values. Textbooks as a dependent variable. The focus here is on how mathematics textbooks are affected by other factors. For instance, how textbooks are developed in one or more countries, what role different agents (the government, mathematicians, curriculum specialists, teachers) play in the development of textbooks, and how research informs the contents of textbooks. Textbooks as an independent variable. Here, it is studied how textbooks affect other factors. For example, how and to what extent textbooks affect the learning and teaching of mathematics; how textbooks are used by students and teachers and why; how textbooks serve to transmit socio-cultural and political norms and values.
One of the least studied aspects within the third area of research proposed by Fan (2013) is the textbook selection process by mathematics teachers. In particular, little is known about the criteria applied and the characteristics of textbooks valued by university mathematics teachers when selecting a textbook. When a university lecturer has the possibility of choosing a textbook as a support to teach her own class, what aspects or characteristics does she look to select one textbook over another? What are the selection criteria she uses? The selection of textbooks is a critical process not only because of the influence that these instructional materials have on the teaching and learning of mathematics, but also due to the economic implications—related to the access, sales, and distribution of textbooks—that this process can generate within school mathematics. As noted by Zeringue, Spencer, Mark and Schwinden (2010, p. 3), “The selection process is not just a process of curriculum decision-making; it is also a purchasing process, a human resources process, and a political process.” Such economic and political dimensions tend to be overlooked in mathematics education research (Pais, 2014).
The study reported in this article contributes to clarify some of the questions raised above. In particular, an exploration of the selection criteria applied by university lecturers when choosing a calculus book for their own classes is reported. The purpose of this study is to investigate how calculus teachers select textbooks for their own courses. In particular, some of the characteristics that teachers look for in a calculus textbook are identified. The research question guiding this exploration is the following:
What selection criteria do university lecturers apply when selecting a calculus textbook for their own courses?
The article structure is as follows. First, an overview of research related to mathematics textbook selection processes is presented. Then, a conceptual framework on the selection of resources by mathematics teachers is introduced. Subsequently, the method implemented to conduct the research is explained. Finally, the findings of the study and its discussion are presented.
Research on mathematics textbooks selection processes by mathematics teachers
Although textbook selection processes have been studied in areas other than mathematics education (e.g., Makgato & Ramaligela, 2012) or with a focus not centered on mathematics teachers but on other populations such as mathematics teacher educators (Harkness & Brass, 2017), the processes of textbook selection by mathematics teachers have received limited attention. Nevertheless, some existing studies can serve as references for the research presented in this paper. These prior studies can be categorized into descriptive studies and normative studies.
Descriptive studies on the selection of textbooks by mathematics teachers
Descriptive studies refer to those investigations that look into the preferences and criteria that come into play when mathematics teachers have the opportunity to select a mathematics textbook to teach their students.
The first study we identified is that of Shield (1989), who investigates the preferences in mathematics textbook characteristics of 28 teachers teaching junior mathematics (teaching at lower secondary schools). He argues that institutional and commercial writers of textual materials work with little knowledge of teacher and student preferences about mathematics textbooks, and there is a lack of knowledge of how the textual materials are actually used by both groups. As part of his research design, Shield provided teachers with a 13-item list of textbook characteristics they prefer, which they were asked to rate on a scale from 10 (very important) to 1 (of no importance). Some examples of these items are “It provides real problems to make students think,” “It contains a lot of exercises,” and “The sequence of topics in the book can be varied.” Shield found that the items rated as most important are that the textbook provides: (a) real problems to make students think; (b) the correct terms; (c) new words and symbols; (d) readable explanations for students; and (e) important ideas, rules and definitions. These results show an emphasis on students’ needs; in fact Shield (1989) concludes that mathematics teachers consider the textbook: “as primarily a source of exercises and problems for students to do both in class and at home. The textbook is also regarded as a reference for students for revision and to overcome difficulties with homework” (p. 14).
The studies by Barry, Gay, Pelkey and Rothrock (2017) and Gay, Barry, Rothrock and Pelkey (2020) focus on exploring the type of textbook that student teachers prefer to teach mathematics. Using an online survey, they posed the following question to ninety middle and upper secondary school student teachers in 16 different states in the United States: “If you had the opportunity to choose a type of text for your students, which type of text would you choose?” (Barry et al., 2017, p. 3). To answer this question, student teachers were provided with a list of options that included:
Digital-Text with interactive components and multimedia content like video clips or animation Print-Traditional printed math textbook eText-Image of a print text on a digital device without interactive components No text Other
The majority of student teachers (52%) declare to prefer the digital-text with interactive components, followed by 36% who declare to prefer a traditional printed mathematics textbook. When asked to explain the reasons for their choice, student teachers who stated that they preferred a digital textbook claimed that because “students these days love to use technology” (p. 4), the digital book could be more interesting, relevant, and engaging for them. Some respondents also highlighted the independence of study that a digital book can provide, for example: “With a print book, the only resource for teaching is myself …With a digital book, students who want to work at a faster pace have resources to study on their own and students who have trouble understanding my instruction could watch videos.” (p. 4). In turn, the student teachers who stated that they preferred a printed mathematics book highlighted that its accessibility did not depend on the access to technology, for instance: “I prefer to use a print textbook because they are available to all of the students. The library checks out textbooks to the students for each of their classes. When textbooks are only provided online, students are required to have access to computers and/or internet, which is not always possible” or “Most of my students do not have access to a computer” (p. 4). Here again, prospective instructors seem to be concerned about the needs of their students when choosing a mathematics textbook.
We are aware that not all studies on mathematics textbook selection processes focus on exploring the individual preferences of mathematics instructors. Zeringue et al.'s (2010) work focused on exploring textbook selection at the district level in the United States. Based on in-depth interviews with over 150 K–12 mathematics curriculum decision-makers representing districts in eight states, Zeringue et al. identify “key factors that matter most when districts are selecting mathematics instructional materials” (p. 7). These key factors are as follows:
The degree of alignment of the candidate materials with state standards and tests; The anticipated level of teacher acceptance of the materials under consideration; The advocacy of a curriculum leader(s) for a particular approach or set of materials; A committee's evaluation of the quality of the materials being reviewed (usually based on an established set of criteria); and Additional information about the materials such as, data about student performance, reviews from trusted sources, and advice from neighboring districts.
We can see that other types of criteria are involved in these district selection processes that do not make explicit reference to the students’ needs.
Normative studies on the selection of mathematics textbooks
Normative studies on textbook selection provide frameworks or guidelines that can guide mathematics teachers when selecting a mathematics textbook. Two such studies are presented in this overview.
The first normative study identified is that of Tarr, Reys, Barker and Billstein (2006). Due to the central role that textbooks have in the teaching of mathematics, these authors provide a general framework for reviewing and selecting mathematics textbooks. The framework is constituted by questions that must be asked in order to evaluate a textbook. Such questions are organized around three key dimensions:
Mathematics content emphasis (e.g., is there an appropriate balance of skill development, conceptual understanding, and mathematics processes? Are mathematics ideas connected and interwoven across strands instead of studied in isolation? Do contextual problems engage students and, where appropriate, give rise to mathematics ideas?) (p. 51). Instructional focus (e.g., to what degree do activities foster the development of mathematics as a human endeavor and a way of thinking? Do lessons promote classroom discourse by explicitly requiring students to share their thinking or strategies? Where appropriate, do lessons involve the use of instructional technology, manipulatives, or other tools so that students can visualize complex concepts, acquire and analyze information, and communicate solutions?) (p. 52) Teacher support (e.g., what assessment tools are provided for assessing student learning and informing instructional decision-making? Do the materials provide opportunities for teachers to increase their own understanding of the mathematics ideas that students are studying? Do the materials provide a rich source of problems, exercises, and projects that can be used for homework?) (p. 53). The textbook is appropriate for individual learning. The textbook is well applicable in the teaching process. The logical orientation of the textbook is inductive. The textbook makes talent improvement possible. There were supplementary materials (a problem solving book, a collection of exercises, test sheets, etc.).
The second normative study identified is that of Czeglédy and Kovács (2008). This study was motivated by the possibility for Hungarian mathematics teachers to choose textbooks for their teaching practice from among an increasing number of texts. The purpose of the study was to develop a textbook evaluation system based on the opinions of 41 mathematics teachers who taught grades 1 to 12 (primary, lower and upper secondary school). Thus as a result of their study, Czeglédy and Kovács (2008) propose a textbook evaluation system focused on the following five desirable aspects in a mathematics textbook:
This paper presents a descriptive study on the process of selecting textbooks by university mathematics instructors. The study aims to expand our understanding of the selection practices of this under-researched population. Research on the criteria used by mathematics teachers—particularly university teachers—in textbook selection has been largely overlooked in mathematics textbook research, and this is reflected in the few studies found and reported in this section. The study described in this article was conducted through a survey and interviews with mathematics teachers, and the data collected was analyzed using the conceptual framework outlined in the next section of the paper.
Conceptual framework
To establish a conceptual framework for this study, we rely on research on mathematics textbooks and teachers’ resources, particularly on research focused on teachers’ selection of resources (Siedel & Stylianides, 2018). The notion of “resource” in mathematics education can be understood broadly, including elements such as textbooks, curricular guidelines, student worksheets, webpages, etc. (Pepin, Gueudet & Trouche, 2013). Siedel and Stylianides (2018) define a resource as “any assets teachers might draw on to support any stage of their everyday teaching practice” (p. 121). These authors argue that “the proliferation of instructional resources and the potential impact of teachers’ resource selection on students’ learning opportunities create a need for research on teachers’ selection of resources” (p. 119).
One contribution of these authors to the research on teachers’ selection of resources is developing a “pre-disposition taxonomy” which can serve as a “generic template for categorizing teacher choices, helping the mathematics education community to examine the selection process and determine, for example, whether teachers’ pre-dispositions influence their choices in significant ways” (Siedel & Stylianides, 2018, p. 120). To develop this taxonomy, the authors reviewed existing resource selection studies. They developed an interview study on resource selection (including mathematics textbooks) involving 36 mathematics teachers at six secondary schools in England. According to the authors, the cultural context from which these teachers come provides a large pool of possibilities for resource selection. This facilitates the exploration of resource selection criteria by mathematics teachers.
By conducting a qualitative content analysis of the responses from the interviewed teachers, Siedel and Stylianides (2018) identify six themes related to the reasons for teachers’ resource choice: student-driven selection, teacher-driven selection, mathematics-driven selection, constraints-driven selection, resource-driven selection, and culture-driven selection. As noted by the authors, the first three pertain to classroom interactions, while the last three are related to influences other than classroom context. Each of these themes is briefly explained below.
Student-Driven Selection. This theme refers to resource selection driven by considering students’ needs. For example, selecting a resource because it promotes student engagement or adds value to students’ mathematical learning. Teacher-Driven Selection. This resource selection is driven by the way the teacher prefers to teach. For instance, selecting a resource because it aligns with their preferred teaching style or their convictions about the nature of mathematics teaching and learning. Mathematics-Driven Selection. In this mathematics-driven resource selection, some teachers associate the selection of resources with specific mathematical subjects. For example, selecting a resource because they believe it is particularly good for a specific mathematical topic but may not be used for any other topic. Constraints-Driven Selection. In this case, resource selection is influenced by accessibility constraints. Often, resource selection may be constrained by a need for specific elements, such as time or money, that restrict access to resources. For instance, a teacher may argue that they prefer to use a ready-made resource for classroom use to save time. Resource-Driven Selection. This resource selection is affected by the features of the resources themselves. Such features may include “ease of use,” “adaptability,” “flexibility,” “esthetics,” “accessibility,” “reliability,” and “fit for purpose”. Culture-Driven Selection. In this case, the resource selection is influenced by the culture of each department or school district. This institutional influence on resource selection could be reflected in a teacher choosing not to use textbooks in their class because the school they work at discourages textbook use and emphasizes teacher autonomy.
This “pre-disposition taxonomy” was used as a conceptual framework to analyze the responses of university mathematics teachers to a questionnaire and interview related to their textbook selection processes. More details about this methodological process are provided in the following section.
Method
In this section of the article, the implemented research method is detailed. Specifically, it describes the population participating in the study, the instruments used, and the procedure followed.
Population participating in the study
Sixty calculus teachers from an engineering department within a public university in Ciudad Juarez, Chihuahua, on the northern border of Mexico, south of El Paso, Texas, were invited to participate in this study anonymously. This Mexican university has an estimated student population of 36,524 from this geographic area, with socioeconomic backgrounds ranging from medium to low. Out of the total number of teachers invited, nine agreed to participate in the study, during which they completed a questionnaire and underwent the interview described below. Prior to the commencement of the study, written authorization was obtained from the participants using a format provided by the University's Ethics Committee.
Description of the instruments used in the study
The study was divided into two stages: in the first stage, a questionnaire was used, while in the second stage, an interview was conducted.
The questionnaire used consisted of 11 open-ended questions. However, only some of the questions are directly related to the selection of calculus textbooks. Some questions refer to general information about the teachers (e.g., briefly describe your professional or academic background). In contrast, other questions sought to obtain information related to other topics of interest to the researchers (e.g., how do you use the textbook to prepare or teach your calculus classes? do you use other support materials—besides textbooks—to prepare and teach your calculus lessons?). The questionnaire's questions directly related to the teachers’ textbook selection processes are the following three:
Write the title and author of the textbooks you use to prepare and teach your calculus lessons. Why did you choose the textbooks referred to in your previous answer? This is, how do you select a textbook for preparing and teaching your calculus lessons? Please explain your selection in detail. What characteristics are most important when selecting the textbooks to prepare and teach your calculus lessons? Explain the characteristics in a detailed manner.
As part of the questionnaire, teachers were asked if they would be willing to participate in a subsequent semi-structured interview to further elaborate on their responses. All nine teachers who responded to the questionnaire agreed to participate in the interview. A guide was designed for the semi-structured interview, consisting of an initial prompt and four open questions, described below:
Initial prompt: Let us start from the premise that you could select the textbooks for your calculus lessons, then
Open questions:
What textbooks would you choose? Why would you choose those textbooks? What factors do you consider when selecting a calculus textbook? What characteristics or features make you select one calculus textbook over another?
Implementation of the instruments and data collection
The study presented in this paper was conducted during the lockdown amidst the COVID-19 global pandemic. Consequently, the implementation of instruments and data collection was executed entirely online.
In the case of the questionnaire, it was implemented in August 2021 using the Microsoft Forms application. The nine participating teachers received an email link to access the questionnaire and had 7 days to complete it. Thanks to the application employed, the teachers’ responses to the questionnaire were automatically recorded in a spreadsheet, which was later downloaded for further analysis.
Regarding the interviews, they were conducted in January 2022, following the questionnaire's administration. Each of the nine teachers was individually interviewed through synchronous meetings on the Microsoft Teams platform. Each interview lasted approximately 30 mins. All interviews were audio-recorded for subsequent analysis.
Data analysis
The empirical data generated through the implementation of the questionnaire and individual interviews were analyzed using the pre-disposition taxonomy previously introduced (Siedel & Stylianides, 2018). Furthermore, investigator triangulation (Rothbauer, 2008) was implemented for data analysis. Specifically, the two authors of this article individually analyzed the empirical data, firstly identifying the criteria for selecting calculus textbooks used by teachers and subsequently classifying them according to the themes proposed in the pre-disposition taxonomy. Subsequently, the authors met to share their analyses, discussion, and reach a consensus on any discrepancies in the interpretation and classification of the empirical data. The method of percentage agreement was used to assess the inter-rater reliability of this analysis. Each author independently assessed 29 items, and there was only a discrepancy in one; thus, the percentage of agreement was 96.55%.
In the case of the questionnaire, the empirical data were directly obtained from the spreadsheet generated by the Microsoft Forms application. For the interviews, a tape-based analysis (Onwuegbuzie, Dickinson, Leech & Zoran, 2009) was employed: We initially familiarized ourselves with the data—by repeatedly listening to the interviews—in order to identify the selection criteria used by the teachers. Subsequently, we transcribed only the parts of the interviews that were relevant to answer the research question.
Codes were assigned for each of the defined themes to classify the teachers’ selection criteria according to the pre-disposition taxonomy. These codes were used to label segments of the empirical data that corresponded to those themes. Table 1 shows the themes used, their corresponding codes, and an excerpt of the data illustrating each theme.
This table shows the six themes that constitute the pre-disposition taxonomy, the codes assigned to each theme, and illustrative excerpts of the empirical data that illustrate them.
This table shows the six themes that constitute the pre-disposition taxonomy, the codes assigned to each theme, and illustrative excerpts of the empirical data that illustrate them.
After the data analysis process, we are now in a position to answer the research question posed, What selection criteria do university lecturers apply when selecting a calculus textbook for their own courses?, in terms of the pre-disposition taxonomy used as the conceptual framework for analysis. To illustrate the results, we have chosen responses from the teachers’ questionnaires that represent the utterances identified in both the questionnaire and the interviews. This methodological decision was made because the interviews with the teachers confirmed their questionnaire responses, which tended to be better articulated than their oral utterances.
The first question of the questionnaire regarding the selection of calculus textbooks asked to write the title and author of the textbooks that the teachers used to prepare and teach their calculus lessons. The participating teachers mentioned four textbooks: Five teachers mentioned Larson and Edwards (2010a), three teachers mentioned Larson and Edwards (2010b), three teachers referred to Hughes-Hallet and Gleason (2013), and three teachers made reference to Stewart (2012).
When questioned about the selection criteria they apply when choosing a calculus book for their own classes, calculus mathematics teachers report a variety of responses that encompass all the themes of the pre-disposition taxonomy. However, some themes are more prominent than others. In the following, we explain and illustrate each selection criteria identified during the analysis, starting with the most frequently mentioned themes. The frequency of responses for each theme is included to provide the reader with a more precise idea of how recurrent each theme was.
Culture-driven selection
This was the selection criteria that most frequently appeared in the teachers’ answers, with eight occurrences. The teachers’ responses suggest that it is important for them to select textbooks recommended in the course syllabus or selected by the “curriculum committee,” which is a committee of mathematics teachers appointed by their colleagues to decide which textbooks to recommend collectively. The following responses from the teachers illustrate this criterion: “[I selected that textbook] because it is the main textbook specified in the course syllabus.” “[I select those textbooks] because their content aligns with the curriculum, and the subject committee chose them.” “[I selected those textbooks] because they are suggested in the mandatory and supplementary bibliography of the course syllabus.” “I followed the textbook specified in the course syllabus to avoid controversies regarding the content to be covered in class.”
Student-driven selection
Among the teachers’ responses, this selection criterion appeared the second most frequently, with a total of seven occurrences. In this case, teachers state that they look for textbooks accessible to students in terms of the language used and the academic level but also contextualized in reality close to the students. The following excerpts illustrate this criterion: “I look for a textbook that is easy for students to understand, in case they want to review the topics individually.” “[The textbook] should have little theory or ‘simple’ theory with language accessible to the students’ level.” “In my opinion, there should be a calculus textbook suitable for the interests and objectives of engineering, focused on the reality of students who have completed secondary education in Chihuahua.” “The way [mathematical] applications are approached, meaning that the contextualization given to the topics, should be situated in the students’ daily environment.”
Resource-driven selection
This selection criterion is another one that appeared most frequently among the teachers’ responses, occurring six times. In this case, teachers refer to specific characteristics of the textbook they seek, mainly focusing on the exercises, problems, and examples it contains. The teachers state that they look for textbooks that provide various exercises with solutions and problems contextualized in different situations. This category of responses is illustrated as follows: “[I look for a textbook] that has a Spanish edition and a solutions manual.” “It must contain a large number of exercises, with an appropriate level of difficulty.” “I should like the exercises and the explanation it provides.”
Teacher-driven selection
In this case, there were four utterances where teachers expressed a selection criterion apparently related to and compatible with their way of using resources for teaching or their perspectives on how mathematical topics should be presented. The following excerpts illustrate this criterion: “I don't usually follow a single textbook throughout the semester; I simply create my course material based on various bibliographies.” “For the textbook selection, I analyze the topic, review how it is presented in different books, and then choose what I believe is most appropriate.”
Mathematics-driven selection
In this category, three teachers’ utterances were included that expressed selection criteria that distinguished between the mathematical approach to calculus required for engineering students and mathematics students from other areas, such as pure mathematics. The excerpt included in Table 1 and the following excerpt illustrates this criterion: “It should be considered that [the textbook for engineering students] should not be the same Calculus course as for the mathematics degree.”
Constraints-driven selection
Only one mathematics teacher referred to a selection criterion determined by accessibility constraints. In this case, the teacher stated that he selected a textbook for their calculus courses because it is the latest version he could find in a digital format and his native language. He mentioned, “It is the newest edition I have found in Spanish and PDF, and it also comes with a solutions manual.”
Figure 1 shows a graphical representation of the distribution of the selection criteria university lecturers participating in this study declare to apply when choosing a calculus textbook for their courses regarding the pre-disposition taxonomy.
Graphical representation of the distribution of the selection criteria for textbooks that the participating teachers declared using.
The results of this research paint a complex picture of the criteria and processes teachers utilize in selecting calculus textbooks. It is evident that various factors, from institutional influences to personal preferences, play a role in this decision-making process.
The results show that the teachers’ most frequently mentioned selection criterion for calculus textbooks is “culture-driven selection.” This can be interpreted as an indication of the importance and influence of the curriculum committee in the textbook selection processes of the participating teachers in this study. This apparent relevance of the curriculum committee in the process of selecting university mathematics textbooks raises new questions, such as: What are the collective textbook selection processes that take place within the curriculum committee? What selection criteria are applied?
It is intriguing to consider how these collective processes within curriculum committees differ from or even conflict with the individual preferences of educators. The dynamics of textbook selection within curriculum committees probably involve selection criteria not considered in Siedel and Stylianides (2018) pre-disposition taxonomy which would require an expansion of this theoretical tool (Figure 2 shows a graphical representation of this extended pre-disposition taxonomy). In particular, we refer to the commercial pressures these academic entities are subject to, which could give rise to a “commercial-driven selection” criterion. We hypothesize this based on anecdotal evidence—the first author of this article works in the same academic department as the participating teachers in the study—which indicates that publishing houses have approached the curriculum committee of the engineering department and individual teachers to offer them discounts and free copies of textbooks. When questioned about the textbooks used for his calculus lessons, one of the participating teachers in this study stated, “The promoter of the book publishing company has provided us with certain textbooks.” This statement illustrates the influence of commercial entities on textbook selection processes. We emphasize here that the collective processes of textbook selection within an academic committee are likely different from the individual textbook selection processes experienced by teachers. Exploring the nature of these collective and individual processes and their interrelationships would give us a clearer picture of the functioning and complexity of textbook selection processes in undergraduate mathematics education.
Graphical representation of an extended pre-disposition taxonomy including a “commercial-driven selection” criterion.
Regarding “Student-driven selection,” the research underscores a pivotal facet of teaching: placing student needs at the forefront. Recognizing the preferences and requirements of students is not only commendable but also pivotal for effective instruction. As pedagogical practices evolve and student demographics and needs change, textbook selection processes must remain flexible and adaptable. The results of this study reveal that the second most frequently mentioned selection criterion for calculus textbooks among teachers is “Student-driven selection.” This finding is consistent with other descriptive studies on the selection of textbooks by mathematics teachers. For example, in his study on teachers’ preferences in mathematics textbook characteristics, Shield (1989) found that the participating teachers emphasized the needs of the students in their statements about which textbook characteristics they prefer. Similarly, the study by Barry et al. (2017) provides evidence that several prospective instructors participating in his study seem to be concerned about the needs of their students when choosing a mathematics textbook. These data suggest that mathematics teachers, when selecting mathematics textbooks, place significant emphasis on considering the needs and preferences of their students.
The results also show that the third most frequently mentioned selection criterion is “Resource-driven selection.” Teachers value textbook characteristics such as exercises with solutions and explanations and problems contextualized in different situations. A teacher also stated that it is crucial for him that the textbook could be written in his native language. The “Resource-driven selection” criterion highlights the practical aspects teachers consider. While content is paramount, the format, language, and additional resources, such as exercises and solutions, are equally important. Publishers must recognize and cater to these needs. Additionally, the transition from traditional print textbooks to digital resources becomes pertinent with the rise in technology integration in classrooms and the increasing use of e-learning platforms. The features and interactivity offered by digital textbooks could influence educators’ preferences, pushing “Resource-driven selection” to evolve in ways we might not yet fully grasp.
The information obtained through this study clarifies the features that mathematics educators value the most in calculus textbooks. This information can be helpful for textbook authors and publishing houses, as they can consider the needs and preferences of calculus teachers when designing and producing textbooks. However, the results of this study should be interpreted with caution: one of the study's limitations is its small sample size, which may not represent larger and more diverse populations of teachers, thus limiting the generalizability of its findings. Nevertheless, the selection criterion “Student-driven selection” identified as influential in this study aligns with the findings of other studies conducted in different times and regions of the world (Barry et al., 2017; Shield, 1989). This convergence of findings should not be interpreted as a statistical generalization of results but as an opportunity for the construction of analytical frameworks that include solid findings (Education Committee of the European Mathematics Society, 2011) and that can be applied in broader contexts, different from those where the study was conducted.
This research raises further questions about the selection criteria that mathematics teachers apply to the textbooks they use. One initial question is whether the selection criteria mathematics teachers apply are generalizable across different branches of mathematics. In other words, will mathematics teachers prioritize the same characteristics in a calculus textbook as in an algebra textbook or any other branch of school mathematics? A similar consideration can be made regarding the format of textbooks: What kind of features would mathematics teachers prefer in the case of a digital textbook? The selection criteria teachers apply to a digital textbook are likely different from those applied to a printed textbook, given the structural differences between digital and printed mathematics textbooks—as highlighted by Wijaya et al. (2022). Further research is needed to clarify these questions and expand our understanding of how mathematics teachers choose the textbooks they use in their classrooms. This study illuminates the multi-faceted processes involved in textbook selection and opens avenues for future research. As we further investigate the dynamics of textbook selection, it is essential to ensure that the best interests of students remain central to these processes and that educators are equipped with the resources they need to provide the best possible instruction.
Footnotes
Contributorship
All authors contributed to the study's conception and design. Juan de Dios Viramontes-Miranda conducted the data collection. Juan de Dios Viramontes-Miranda and Mario Sánchez Aguilar performed the data analysis collaboratively. Mario Sánchez Aguilar prepared the manuscript's initial draft, which was subsequently reviewed and approved by both authors.
Declaration of conflicting interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of this article.
Author biographies
) and Educación Matemática (https://doi.org/10.24844/EM).