Challenges today in using textbooks are that the media can be outdated. Many videos or interactive apps/websites do a great job in visualizing the concepts for students who either lack the interest to contemplate on the concepts, or have a hard time analyzing the concepts into their own system. I think textbooks are still high in value for structuring the topics in a well-leveled system for progressive learning, and their contents are great for test preparation, since they are basically designed with each other in mind. But with today's media and technologies, many students who have a hard time learn through reading now have more options to help them learn math, and they are good options to add to the teaching toolbox.
Sunday, November 16, 2025
Textbook and how they position their readers
One example I relate to with my experiences as a student was with the imperatives. Textbooks often use commanding terms to describe or simulate a real-world problem to solve. As someone who worked through academics and often focused on passing assessments, it was common and familiar to see these kind of imperatives as they are almost the default test imperative. In order to fulfill those requirements, I paid little attention to how they worded it and just moved on with the question. But as a teacher, looking at this and reflecting on my observation in Grade 8 classes, I realized that these imperatives could be repelling to a certain type of people and make learning math more of a chore than it already is, as most school subjects are. There are people who doesn't care and there are people who are sensitive enough that these imperatives would snuff out their interests in independent thinking. I plan to do more group activities to give them more freedom and expressive opportunities to encourage their interests.
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You make such a thoughtful point about imperatives in textbooks. It’s so relatable how, as a student, you barely noticed them — you just did what the question asked because that’s what school trains us to do. But now, seeing that same language through a teacher’s eyes, you’re recognizing how those commands can feel pushy, alienating, or even discouraging for certain learners. That shift in perspective shows real growth. I also love your instinct to bring in more group activities to create space for expression and independent thinking — that’s a great way to counterbalance the “do this, now do that” tone of many texts.
ReplyDeleteYour take on tech and media is spot-on too. Textbooks still offer structure and progression, but visual tools, videos, and interactive apps can reach students who don’t connect well with dense text. You’re already thinking like someone building a flexible, responsive teaching toolbox.
Something to keep wondering about:
As you mix textbooks with more expressive, collaborative activities and digital tools, how might you help students move from “following commands” to actually feeling like they have agency and voice in how they approach mathematical problems?