Analysis of mathematics textbook use: An argument for combining horizontal, vertical, and contextual analyses

Abstract

This paper contributes to a larger endeavour of understanding how mathematics textbooks are used in classrooms and what shapes the specific forms of their use. Three types of mathematics textbook analysis have been previously identified, namely, horizontal, vertical, and contextual analysis. Based on literature review, we discuss how these three types of analysis can be usefully combined, and explain why contextual analysis, where data on textbook use is collected in classrooms, provides the most revealing insights. We argue that because of its relevance for textbook design as well as for teacher professional development, researchers should consider including the contextual analysis when analysing textbooks.