Exploring Elementary Thai Teachers’ Use of Mathematics Textbook


The aim of this study was to compare the approaches to use mathematics textbooks on primary school in-service teachers in the “Project for Professional Development of Mathematics’ teacher through Lesson Study and Open Approach’. The methodology is questionnaires-check lists, interviews and open ended questionnaires. The results on the approaches on teachers’ use of mathematics textbook found that the percentage of adherence and elaboration decrease and the percentage of creation increase after teachers attend the project.

Share and Cite:

Plianram, S. & Inprasitha, M. (2012). Exploring Elementary Thai Teachers’ Use of Mathematics Textbook. Creative Education, 3, 692-695. doi: 10.4236/ce.2012.36103.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Haggarty, L., & Pepin, B. (2001). An investigation of mathematics textbooks and their use in English, French and German Classrooms: Who gets an Opportunity to learn what? Proceedings of the British Society for Research into Learning Mathematics, 21, London: Carfax Publishing.
[2] Inprasitha, M. (1997). Problem solving: A basis to reform mathematics instruction. The Journal of the National Research Council of Thailand, 29, 221-259.
[3] Inprasitha, M., & Loipha, S. (2007). Developing student’s mathematical thinking through lesson study in Thailand. Progress Report of the APEC Project: Collaborative Studies on Innovations for Teaching and Learning Mathematics in Different Cultures (II)-Lesson Study Focusing on Mathematical Thinking, Center for Research on International Cooperation in Educational Development.
[4] Inprasitha, M. et al. (2007). Preparing contexts for use Japanese’s teacher professiona development “Lesson Study” in Thailand. Proceeding of the 1st Conference of the National Japan Education’s Network in Thailand, 152-163.
[5] Inprasitha, M. (2010). One feature of adaptive Lesson Study in Thailand: Designing learning unit. Proceedings of the 45th National Meeting of Math. Ed., Gyeongju, 8-10 October 2010.
[6] Lewis, C. (2002). Lesson study: A handbook of teacher—Led instructtional change. Philadelphia, PA: Research for better Schools.
[7] Lewis, C., Perry, R., & Hurd, J. (2004). A deeper look at lesson study. Educational Leadership.
[8] Fan, L., & Zhuo, Y. (2002). Textbook use by singaporean math ematics teachers at lower secondary school level. URL (last checked 18 July 2002). www.mste.uiuc.edu/courses/ci431sp02/students/kharmon/kharmonPAPER1.doc
[9] Fan, L., & Zhuo, Y. (2007). Presentation of problem-solving procedures: A comparative look at China Singapore,and US mathematics text- books. In T. Dreyfus (Eds.), Educational Studies in Mathematics (pp. 61-76). Berlin: Springer.
[10] Loipha, S., & Inprasitha, M. (2004). Professional development to promoting mathematics learning. KKU Journal of Mathematics Education, 1, 18-28.
[11] Moulton, J. (1997). How do teacher use textbooks? A review of the literature. Africa Bureau Information Center (ABIC). No. 74.
[12] Murata, A. (2007). Role of representations in the US and Japanese curricula: Learning in and outside of contexts. In T. Lamberg, & L. R. Wiest (Eds.), Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Phychology of Mathematics Education, Stateline (Lake Tahoe). Reno: University of Nevada.
[13] Takahashi, A. (2006). Characteristics of Japanese mathematics lessons. Tsukuba Journal of Educational Study in Mathematics. Hamamatsu: Maeda Printing Co., Ltd.
[14] Watanabe, T., Takahashi, A., & Yoshida, M. (2008). Kyozaikenkyu: A critical step for conducting effective lesson study and beyond. Inquiry into Mathematics Teacher Education, 131-142.

Copyright © 2022 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.