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We conducted a study on how Shanghai secondary mathematics teachers interact with textbooks. A conceptual framework was established for the study. Data were collected from 133 teachers in 13 randomly selected schools through a questionnaire survey and follow-up interviews with 24 of them. Results show that Shanghai mathematics teachers interacted with textbooks to a varying extent, and they adapted most frequently on mathematical thinking and methods, and least frequently on affects, attitudes and values. Meanwhile, mathematics teachers in high-performing schools and private schools adapted textbooks more frequently, while there was overall no statistically significant difference between teachers with different demographic features. Furthermore, teachers interacted more frequently with student books and teacher manuals than with exercise books. Implications and suggestions are discussed.

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Investigating Teachers’ Interactions with Textbooks: Findings from Secondary Mathematics Teachers in Shanghai, China

  • 会议论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Lianghuo Fan,
  • Sicheng Xie,
  • Jietong Luo,
  • Yisu Wang,
  • Jing Cheng

摘要

We conducted a study on how Shanghai secondary mathematics teachers interact with textbooks. A conceptual framework was established for the study. Data were collected from 133 teachers in 13 randomly selected schools through a questionnaire survey and follow-up interviews with 24 of them. Results show that Shanghai mathematics teachers interacted with textbooks to a varying extent, and they adapted most frequently on mathematical thinking and methods, and least frequently on affects, attitudes and values. Meanwhile, mathematics teachers in high-performing schools and private schools adapted textbooks more frequently, while there was overall no statistically significant difference between teachers with different demographic features. Furthermore, teachers interacted more frequently with student books and teacher manuals than with exercise books. Implications and suggestions are discussed.