Incumplimiento por parte del Secretario de Tesorería y Finanzas, y/o servidor público que resulte responsable de la

The textbook is one of the oldest resources for teaching and learning (Haggarty & Pepin, 2004). Jamieson-Proctor and Byrne (2008, p.295) cited several authorities, for example Fauvel (1991), Gray (1990), and Love and Pimm (1996), who observed that throughout history mathematics textbooks have been synonymous with mathematics education. This observation highlights the importance that has long been attached to mathematics textbooks by the teachers of mathematics.

Robert Record authored some of the earliest known mathematics textbooks since the advent of printing, including one entitled ‘The Grounds of Arts’, published in 1543 (Jamieson-Proctor & Byrne, 2008). This textbook was written in the form of a dialogue between a master and a scholar. The master used this textbook to teach his scholars in dialogue form the basics of arithmetic, namely counting, adding, subtracting, multiplying and dividing. Record wrote his books in simple and clear English, and this made them appealing to a wider readership, compared to others that were written in Latin or Greek. Record’s books were also widely acknowledged because he had “a clear idea of which order the mathematical topics should be taught and wrote his books in that order with the intention to offer a complete course of

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mathematical instruction” (Johansson, 2006, p.45). Over the years the traditional textbook has been used in pretty much the same way, except that the textbook quality has improved as a result of improvements in technology.

 Technology: A threat to the survival of traditional textbooks?

More recently the mathematics textbook has faced competition, arising from several developments in technology. For example, Vandevelde (1994) noted that in many schools photocopies were insidiously replacing textbooks; thereby threatening the disappearance of the traditional textbook. Other competing technologies are the calculator, the computer and the internet. Technological advances, however, brought several benefits to the mathematics teachers and learners. The National Council of Teachers of Mathematics (NCTM) argues that “Technology is an essential tool for teaching and learning mathematics effectively; it extends the mathematics that can be taught and enhances students’ learning” (Van de Walle, 2007, p.107).

Segoe (2012, p.266) furthermore stated:

Information and communication technology (ICT) services such as video conferencing or satellite broadcasts offer a way to move away from traditional learning, like pre-organised guided learning, towards experiential learning which is based on discovery, active learning and self-organisation.

It is now possible to replace the textbook with an interactive digital manual which offers a combination of the textbook, workbook and study guide. Mohlala (2012) comments that these digital manuals can be used even in areas where there is no internet or wireless network connectivity, by using preloaded external memory cards. Additionally, tablets have become more compact, portable and cheaper. In fact, Rezat (2009) correctly observed that most recent research in mathematics education has focused on the role of these new technologies in the teaching and learning of mathematics, at the expense of research on textbooks and their use.

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tool in the teaching and learning of mathematics. Contemporary teaching is still characterised by a heavy dependence on textbooks (Chambliss & Calfee, 1998; Woodward, Elliott, & Nagel, 1988); and in particular, the teaching of mathematics still relies on the textbook more than any other subject (Johansson, 2006). To this end, Jamieson-Proctor and Byrne (2008) argue that textbooks are a modern-day reality and mainstay in primary mathematics classrooms, where they are used daily by the teachers and the learners. This view is supported in a survey conducted in the United Kingdom which revealed that almost 90% of the schools felt that a set of good textbooks was indispensable and effective to raise educational standards; while only half of the schools felt the appropriate use of new technologies was valuable (Santos, Cruz, & Macias, 2006).

Also, the teachers’ reliance on mathematics textbooks has been estimated to be 90% of mathematics lessons, which makes textbooks synonymous with mathematics education (McNaught, 2005).It is therefore no wonder that Howson (1995, as cited in Rezat, 2006, p.1260), argued that new technologies have not overtaken the outstanding role of textbooks. He continued to state that, “Despite the obvious powers of the new technology it must be accepted that its role in the vast majority of the world’s classrooms pales into insignificance when compared with that of textbooks.”

Askew, Hodgen, Hossain and Bretscher (2010) reported on studies on international comparisons of mathematics attainment in schools saying (a) the use of good textbooks is more important for high attainment in mathematics than factors such as expensive ICT equipment and (b) countries that perform consistently well in mathematics use carefully constructed textbooks as a primary means of teaching.

This researcher believes that Askew et al.’s (2010) and Howson’s (1995) arguments are particularly true in developing countries where these new technologies are not easily accessed or afforded, particularly in the rural communities where the majority of the people live. The provision and the use of textbooks are also still necessary because of inadequate teacher training in ICT and the lack of infrastructure that would enable most schools to go digital. Where these conditions exist, the teachers’ use of textbooks can be enhanced by the use of these technologies,

16 but not replaced.

Despite the dominance of textbooks, Jamieson-Proctor and Byrne (2008, p.295) expressed concern that “…very little research carried out in the Australian context, particularly in recent times has been dedicated to examining the efficacy of textbook use in primary mathematics classrooms, nor the reasons teachers rely on them so extensively.” The literature the researcher reviewed also seems to suggest that, in general, little research has been conducted in this area. Therefore, research on how the teachers use mathematics textbooks in teaching and learning is still relevant, especially in the context of a developing country like Zimbabwe.