Abstract
This paper discusses the functionality of mathematics textbooks for lower secondary school in Kosovo, as representations of the curriculum. A summary is given of the main orientations and aims of the current Kosovo curriculum for mathematics in lower secondary school. This is followed by an assessment of the level of implementation of the main curriculum objectives within textbook design and an analysis of the nature of the key elements of textbook content that enable curricular objectives to be met. These elements include the use of motivational factors, real and interdisciplinary application of mathematical concepts and content in the expository parts of the text, worked – out examples, the use of real and interdisciplinary contexts in the tasks for students to work through individually, problems and problem-solving procedures and strategies, as well as the inclusion of a range of individual and group learning activities. The results of the analysis indicate a huge mismatch between the main curriculum objectives and textbook design. The conclusion is that Kosovan students in lower secondary school are not given adequate opportunities for developing critical mathematical skills and abilities in accordance with the orientations of the national curriculum.
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Valbone Berisha currently works as an Assistant Professor at the University of Pristina – Faculty of Education, Kosovo. She graduated in the field of mathematics. The Master degree was conducted in the field of mathematics analysis in University of Prishtina – Faculty of Mathematics and Natural Sciences. The PhD degree was conducted in the field of education science (mathematics education) in University of South – East Europe, Tetovo, Macedonia. Her interests are pre-school, elementary school and middle low school mathematics education as well as mathematics analysis.
Hasan Jashari currently works as a Professor at the University of South – East Europe, Tetovo, Macedonia. He graduated in the field of sociology. His Master degree was conducted in the field of sociology in University of Saint Cirillius and Methodius, Skopje, Macedonia. The PhD degree was conducted in the field of sociology of education science in University of Saint Cirillius and Methodius, Skopje, Macedonia. His interests are sociology issues concerning the higher education in Macedonia.
Xhevdet Thaqi currently works as an Associated Professor at the University of Gjilan – Faculty of Education, Kosovo. His academic studying research are in Mathematics and has graduated from the University of Prishtina – Faculty of Mathematics and Natural Sciences. The PhD degree is in field of education science (mathematics education) from the University of Barcelona. His interests are the pre-school, elementary school and middle low school mathematics education as well as geometry.
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Berisha, V., Jashari, H. & Thaqi, X. Mismatch between Curriculum Intentions and Textbook Design. GSTF J Educ 2, 12 (2015). https://doi.org/10.7603/s40742-014-0012-8
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DOI: https://doi.org/10.7603/s40742-014-0012-8