Abstract

Textbook is a dynamic part of any educational system. They provide the necessary guidelines for the teacher. So it is critical to know how the teacher perceives about the textbooks as it directly influences his/her practice. This research study aims to find out teachers’ perception about the new approaches of mathematics textbooks which have been recently introduced in the primary school of Bangladesh. Moreover, as perception differs from teacher to teacher, this study also finds out whether and how they perceive differently from rural to urban perspective. The study followed a mixed method design. Quantitative and qualitative data is collected through questionnaire from thirty teachers (15 from rural and 15 from urban). Quantitative data is analyzed through descriptive analysis and t-test statistical analysis whereas thematic analysis is done for qualitative data. One of the findings of this study is that the majority of the teachers possess positive views about the new mathematics textbook. It is also found that teacher perception differs from rural to perspective. Rural teachers have more positive views than the urban ones. Considering the implications, the findings of this study will be of significant use for policy makers, curriculum developers, textbook experts, and the teachers who will be using the new textbooks in the classroom

How to Cite
SULTANA, SHAHIDUL ISLAM, Tamanna. Teachers’ Perception about the New Approaches of Primary Mathematics Textbooks of Bangladesh. Global Journal of Human-Social Science Research, [S.l.], nov. 2018. ISSN 2249-460X. Available at: <https://socialscienceresearch.org/index.php/GJHSS/article/view/2662>. Date accessed: 27 may 2019.