A refined framework for qualitative content analysis of mathematics textbooks
Fereshteh Zeynivandnezhad 1 * , Ipek Saralar-Aras 2 , Anjum Halai 3
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1 Organization for Educational Research and Planning, Research Institute for Education, Tehran, IRAN2 Ministry of National Education, Ankara, TÜRKİYE3 Institute for Educational Development, Aga Khan University, Karachi, PAKISTAN* Corresponding Author


Within the realm of mathematics education, the examination of textbooks has emerged as a focal point of scholarly investigation. This endeavor necessitates the development of a comprehensive instrument capable of facilitating both qualitative and quantitative textbook analysis. To address this need, we draw upon a corpus of seminal studies, and supplement our analysis with local research reports that assess the quality of mathematics textbooks through a qualitative content analysis approach. Content analysis was utilized to examine the documents and identify the themes relevant to the analysis of mathematics textbooks. Our data analysis revealed the identification of six overarching themes for the systematic evaluation of mathematics textbooks: (1) language and communication, (2) content analysis, (3) pedagogical approach, (4) cultural sensitivity and inclusivity, (5) assessment and exercises, and (6) visual aids and presentation. Each of these themes is meticulously expounded upon, shedding light on their significance in shaping the intricacies of mathematics textbook authorship. This proposed analytical framework presents an invaluable resource for enhancing the quality of mathematics textbooks at the school level. The themes elucidated herein offer a structured approach to textbook assessment, ultimately fostering the advancement of mathematical education by improving the instructional materials that are integral to the teaching and learning process.


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, 2024, Volume 20, Issue 3, Article No: em2412


Publication date: 01 Mar 2024

Online publication date: 26 Feb 2024

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