Their criticism might have affected the teachers’ views and teachers shouldn’t have to excuse their use of textbooks in their teaching. With the support of this result I think that Swedish authorities should speak more positively about using the textbook. Seven teachers, six of them Swedish, expressed that they’d like to use the textbook less, excused its usage or felt that their surrounding thinks it should be used less. This might imply that reinstating inspection of textbooks by the two countries’ states should be considered to ensure that pupils receive equal education despite having different teachers. The research showed that several of the teachers use the textbook as a guideline while planning mathematics education. Therefore the study doesn’t suggest the use of textbooks while planning lessons as a cause for different results in international comparisons.
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The results didn’t show any significant difference between how the teachers with different nationalities use the textbook while planning lessons. Since research already shows that textbooks are used as a basis for instruction for most eight grade teachers in Sweden and Finland, I decided to make a qualitative study interviewing teachers.
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Iĭecided to make a comparative study with Finnish teachers, as they have been successful in international comparisons it might give perspective on the Swedish use of textbooks. Therefore this study explores how some teachers use the textbook while planning lessons, if they believe that it fulfills the curriculum and why they choose to use it or not. Despite this, teachers in Sweden still use textbooks to a large extent. The influence of textbooks in mathematics education has been criticized by Swedish authorities for some time.
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The aim of this study has been to present how 16 secondary school teachers in Sweden and Finland use textbooks in their planning of mathematics education.