1. U N I T V – R E S O U R C E S F O R T E A C H I N G
M A T H E M A T I C S
I year B.Ed - core 7(a)
Pedagogy of Mathematics
QUALITIES OF GOOD MATHEMATICS TEXTBOOK
Victoria Michael
Pedagogy of Mathematics
20EDM53
2. P R E P A R E D B Y ,
V I C T O R I A M I C H A E L
2 0 E D M 5 3
Qualities of good Mathematics
textbook
3. INTRODUCTION
The mathematics textbook is an important source for
learning mathematics and it plays a key role in
effective teaching and learning.
A textbook should stimulate reflective thinking and
develop problem-solving ability among students.
The textbooks should present real learning
situations, which are challenging and interesting for
the students and should not render itself as a means
of rote learning.
4. QUALITIES OF A GOOD
MATHEMATICS TEXTBOOK
The qualities of a good textbook in mathematics
can be broadly classified under the following
heads:-
1. Physical Features
2. Author
3. Content
4. Organization and Presentations
5. Language
6. Exercise and Illustration
7. General
5. 1. Physical Features
Paper: the paper used in the textbook should be of
superior quality.
Binding: it should have quality strong and durable
binding.
Printing: it should have quality printing, bold font
and easily readable font.
Size: bulky and thick. It should be handy.
Cover: it should have an appealing and attractive
cover page.
7. 2. Author:
Qualified author should write it.
Experienced teacher should write it.
Competent teachers should write it.
It should be written by committee of experts
constituted by the state government.
For the authors, certain minimum academic
and professional qualifications may be
prescribed.
9. 3. Content:
It should be child centered.
The subject matter should be arranged from
simple to complex and concrete to abstract.
The subject matter should create interest in
the pupil.
It should be objective oriented.
It should be written according to prescribed
syllabus.
It should satisfy the demands of examination.
10. 3. Content:
The answers given at the end of each section
should be correct.
It should include the recent developments in
the mathematics relating to the content dealt
with.
Oral mathematics should find its due place in
the textbook.
12. 4. Organization and Presentation:
It should provide for individual differences.
There should be sufficient provision for
revision, practice and review.
It should stimulate the initiative and
originality of the students.
It should offer suggestion to improve study
habits.
14. 4. Organization and Presentation
It should facilitate the use of analytic,
synthetic, inductive, deductive, problem solving
and heuristic approaches to teaching.
Content should be organized in a psychological
consideration.
Content should be organized in a logical way.
It should suggesting project work, fieldwork
and laboratory work.
16. 5. Language:
The language used in the textbook should be
simple and easily understandable and within
the grasp of the pupils.
The style and vocabulary used should be
suitable to the age group of student for whom
the book is written.
The term and symbols used must be those,
which are popular and internationally accepted.
It should be written in lucid, simple, precise
and scientific language.
17. 6. Exercise and Illustrations:
The illustrations should be accurate.
The illustrations should be clear and
appropriate.
It should contain some difficult problems.
It should contain exercises to challenge the
mathematically gifted students.
There should be well-graded exercises given at
the end of every topic.
The exercise should develop thinking and
reasoning power of the pupils.
18. 7. General:
At the end of book there should be tables and
appendices.
The textbook should be of latest edition with
necessary modifications.
The book should be moderate price and
readily available in the market.
It should be written in accordance with the
aims and objectives of teaching the subject in
that particular class.
There should be diagram and figures
wherever needed.
20. 7. General
It should be free from mistakes.
It should provide sufficient materials to
motivate students to solve problems.
The students should get adequate opportunity
of learning through initiative and independent
efforts.
The problems should relate to the real life
needs and physical & social environments of
the learners.
21. 7. General
It should foster the right attitude towards self-
study and self-reliance among pupils and it
should be done by promoting project works,
field works and laboratory works.
It should promote the use of analytic,
synthetic, inductive-deductive, problem-solving
and heuristic approaches to teaching.
The content should be up-to-date.
22. 7. General
It should aim all level of students. It should be
challenging for intelligent students and should
give opportunity for average & below average
students also.
It should satisfy individual difference in
students and should meet the varying abilities,
interests and attitudes.
It should promote logical and psychological
arrangement of contents.
It should provide for practice, revision and
satisfy the demands of exam.
24. CONCLUSION
In spite of the good qualities of a textbook,
mastering in math is possible for almost every
student, only if they are blessed with a good
math teacher to guide whenever needed.
And they can very well master in math if they
get the right home work help at the right time.
25. EDUCATIONAL IMPLICATIONS
Every teacher of mathematics uses a textbook.
An average teacher uses it as “his stock in
hand” but a good teacher uses it as “a helper”.
The textbook that is considered “as store house
of basics information” can facilitate a teacher to
do wonder in his subject.
The textbook should not be used as the only
source of instructional material. It should be
used as an aid in teaching.