Mathematics textbook analysis based on the realistic mathematics education theory and some recommendations

DOI: 10.18173/2354-1075.2020-0085

Abstract

Writing and evaluating textbooks under the Vietnam new general education curriculum (2018) is a topic of interest to society as well as researchers. This study aims to evaluate the practical elements in current Mathematics textbooks (according to the previous Mathematics Education Curriculum). In order to conduct research, the author offers two frameworks for analyzing textbooks, basically built on the approach to Realistic Mathematics Education theory (RME). This study found that real contexts, real tasks, historical-cultural images, integrated or interdisciplinary elements are presented quite a lot in current Math textbooks. However, it is also necessary to innovate, update, supply real tasks, and pay attention on the structure and level of real tasks, cultural, historical and integrated elements in the mathematics textbooks in order to implement and develop the new math Mathematics Education Curriculum in Vietnam new general education curriculum. The new textbook analytical framework mentioned in this research can also be used to evaluate the “practicality” of the new mathematics textbooks