Choosing a Mathematics textbook for primary schools : a case study of the selection and decision-making process

Abstract

This research aims to gain insights into the selection and decision-making process of choosing a new mathematics textbook in primary schools. A mixed research methodology was deemed appropriate for this research study, starting off with a survey approach conducted with teachers, parents and students at Year 3 level and then followed up by semi-structured interviews with school administrators and policy makers involved in this decision-making process. As opposed to the previous introduction of the Abacus series, this decision-making process involves a shift in autonomy and responsibility for school leaders to take an active part in the selection process. This process, referred to here as a hybrid approach, involves the active role of school leaders and teachers working closely together to select a textbook that addresses their needs while receiving targeted support from policy makers (in particular, Education Officer mathematics primary and Maths Support Team). Such a process entails the provision of different forms of support to enable schools to reach an informed decision. Data show that for schools, the application of a hybrid approach to decision-making appears to have implications upon time, the provision of ongoing support to teachers, reaching an agreement and then eventually offering further training in using the scheme. On the other hand, this change in approach in this decision-making process required the Directorate to collaborate closely with school leaders and teachers, since they are the field experts in this key area. Undoubtedly, this redistribution of power advocates more cooperation and trust from all stakeholders, which is likely to create a sense of belonging, greater commitment to and ownership of change within the institution.