XI STANDARD MATHEMATICS TEXT BOOK ANALYSIS

TEXTBOOK  ANALYSIS

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.

Text books and teachers’ guides occupy a unique place in the teaching learning process. Text book are an indispensable part of primary and secondary education. The text book is a teaching instrument. It is not only a source of information, but a course of study, a set of unit plans and learning guide. It helps to revise and reinforce the language material already taught. In the absence of any other instructional material, the text book becomes a potent tool in the hand of a teacher to teach the skill of a language and the more so of a foreign language.

B) Qualities of a 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

1. Physical features:

v  Paper: the paper used in the textbook should be of superior quality

v  Binding: it should have quality strong and durable binding

v  Printing: it should have quality printing, bold font and easily readable font.

v  Size: bulky and thick. It should be handy

v  Cover: it should have an appealing and attractive cover page.

2. Author:

v  Qualified author should write it

v  Experienced teacher should write it

v  Competent teachers should write it

v  It should be written by committee of experts constituted by the state government

v  For the authors, certain minimum academic and professional qualifications may be prescribed.

3. Content

v  It should be child centered

v  The subject matter should be arranged from simple to complex and concrete to abstracts.

v  The subject matter should create interest in the pupil.

v  It should be objective oriented

v  It should be written according to prescribed syllabus

v  It should satisfy the demands of examination

v  The answers given at the end of each section should be correct

v  It should include the recent developments in the mathematics relating to the content dealt with.

v  Oral mathematics should fine its due place in the textbook.

4. Organization and presentation

v  It should provide for individual differences.

v  There should be sufficient provision for revision, practice and review.

v  It should stimulate the initiative and originality of the students

v  It should offer suggestion to improve study habits.

v  It should facilitate the use of analytic, synthetic, inductive, deductive, problem solving and heuristic approaches to teaching.

v  Content should be organize in a psychological consideration

v  Content should be organize in a logical way

v  It should suggesting project work, fieldwork and laboratory work.

5. Language

v  The language used in the textbook should be simple and easily understandable and within the grasp of the pupils

v  The style and vocabulary used should be suitable to the age group of student for whom the book is written.

v  The term and symbols used must be those, which are popular and internationally accepted

v  It should be written in lucid, simple, precise and scientific language.

6. Exercise and Illustrations:

v  The illustrations should be accurate

v  The illustrations should be clear and appropriate

v  It should contain some difficult problems

v  It should contain exercises to challenge the mathematically gifted students.

v  There should be well-graded exercises given at the end of every topic.

v  The exercise should develop thinking and reasoning power of the pupils.

7. General:

v  At the end of book there should be tables and appendices.

v  The textbook should be of latest edition with necessary modifications

v  The book should be moderate price and readily available in the marker.

C) Conclusion

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.

ANALYSIS OF THE TEXT BOOK

I) Text book analysis

Text analysis means a review of the text book. It determines the extent to which certain significant characteristics occur in the content of the book. It is generally supposed to be an evaluation of the book. Book reviews resembles the summary of the book. There are two approaches in a text book analysis. They are i) descriptive and ii) critical.

In descriptive analysis the researchers without over enthusiasm or exaggeration, gives the essential information about the book. This is done by description and exposition, by stating the perceived aims and paragraphs from the text.

In a critical review the researcher describes and evaluates the book in terms of accepted literacy and historical standard and supports this evolution with evidence form the text.

II) Criteria used for the text book analysis

          While doing the text book analysis, some criteria should be taken into consideration. The analysis is made by considering the mechanical make-up or physical factors and content analysis or academic factors of the text book.

Mechanical make-up of the text book

• Size of the text book
• Quality of the paper
• Front page of the text book
• Printing
• Margin of the text book and
• Binding

The content analysis of the text book is

• Selection of content
• Organization of content
• Presentation of content
• Summary
• Evaluation
• Authorship and
• References

These are further split up into certain sub-criteria and based on all those factors the academic content of the book is analysed.

III) Statement of the problem

The problem under study is entitles as “Analysis of the eleventh standard Mathematics text book (volume I)”

IV) Objectives

• To analyse the mechanical make up of the eleventh standard mathematics text book and
• To analyse the content of the eleventh standard mathematics text book.

V) Hypotheses

• The mechanical make up of the eleventh standard mathematics text book is adequate and
• The content of the eleventh standard mathematics text book is good.

VI) Method 

Method: Content analysis technique.

MAJOR FINDINGS

VII) THE MECHANICAL MAKE UP OF THE ELEVENTH STANDARD MATHEMATICS TEXT BOOK

The eleventh standard mathematics text book (volume I) is designed in accordance with the new guidelines and syllabi - 2003 of the Higher Secondary Mathematics – First year, Government of Tamilnadu. In pursuance of this decision this book has been prepared by the Directorate of the School Education on behalf of Government of Tamilnadu.

The eleventh standard mathematics text book is issued by Tamilnadu Text Book Corporation and its head office is the college road, chennai. The Tamilnadu text book corporation has been working in the area of curriculum development for many years.

1. Size of the text book:

The eleventh standard mathematics textbook is normal in size. So it is suitable for the students. It’s size is average with the width of 20 cm and length is 28 cm. The shape of the book is rectangular. Two adjacent sides are too broad. So the size of the book is convenient for the student to handle it properly. The textbook is convenient to handle by the students. The text book has six chapters. The total number of pages of the text book is 264.

2. Quality of the paper

The eleventh standard mathematics textbook (volume -1) is printed in an ordinary paper.  This book has been printed on 60 G.S.M. paper. The paper is not durable one. So the text book paper is average quality.

3. Front page of the text book

The front page of the text book is focused on the view of the mathematics subject. The front page of the text book shows the significance of mathematics. The front page consist three diagrams from logarithmic functions, definite integral and trigonometric functions.  But logarithmic functions, definite integral and trigonometric functions’ chapter is not in this text book. All the diagrams is related in to the eleventh standard textbook – volume II.   The front page of the text book is printed with colour picture that blue and pink. But it is not so attractive to the students. The front page picture is related to the syllabus but not related to the textbook contents.

4. Printing:

          In eleventh standard mathematics textbook is printed by the Web Offset at Keerthana Graphics, Chennai – 2. The print is clear and letters are printed in average in sizes. It is convenient for the students for reading. The space between the two lines is inadequate. The space at the bottom and at the top area of each page is adequate. But the spacing between the words is very less. The sizes of letters used for each title, sub titles, foot notes and exercises are not suitable for the students’ usage.

          The eleventh standard mathematics text book – volume I the print is fully black and white in colour. The colour print is not used even in diagram, which induces a negative feeling among the students. The topics and sub-topics, side headings, pictures are drawn using thin lines. The main heading and sub-headings is lightly darkened when compared to the other letters.

5. Margin of the text book

In eleventh standard mathematics text book, adequate margin is not given in Tamil and English edition. But sufficient space is given at the bottom and top of each and every page of the text book.

6. Binding

The eleventh standard mathematics text book ( Volume I ) both the Tamil and English medium text book are bound in an ordinary manner. The binding of the text book is not a durable one. The cost of the text book is reasonable, that is Rs.25.00

The entire eleventh standard mathematics text book (Volume I) the mechanical make up is inadequate due to the following.

ü  The quality of the paper is not good.

ü  The cover page of the text book though printed in colour, is poor quality and unattractive.

ü  The front page pictures are not related to the contents.

ü  The binding of the text book is not durable.

ü  The printing of the letters is of average font size and lacks of clarity. This posse a great difficult to the readers.

VIII) CONTENT OF THE ELEVENTH STANDARD MATHEMATICS TEXT BOOK – VOLUME I

The content analysis or academic factor is divided into seven sections such as selection of content, organization of content, presentation of content, summary, evaluation, authorship and references.

1. SELECTION OF THE CONTENT

The selection of the content in the text book has followed systematic steps and criteria. The selection of topic in the text book has some significance behind it. Therefore while selecting the content in the text book must involve the following.

Coverage of syllabus

The chapters cover the syllabus prescribed in the eleventh standard mathematics text book.

Relevance

The prescribed text book has all the topics which are relevant to the syllabus of the mathematics subject.

Utility

The content of the text book had got immense utilitarian value for the learners. The knowledge about various types of mathematics, sequence and series, algebra ( partial fractions, permutations, combinations, mathematical induction) matrices and determinants (matrix algebra, determinants), vector algebra ( types of vectors, position vector, resolution of a vector), analytic geometry  (locus, straight lines, circle, tangents, family of circles) trigonometry (compound angles, trigonometric equations, properties of triangles) have more utility value for the learner. But broadly, mathematics of eleventh standard curriculum is not life oriented.

Trend

The matter prescribed in the text book, that is the matrices and determinants and analytical geometry creates the interest among the pupils. Few new topics also included in curriculum.

Coverage of Objectives:

The eleventh standard mathematics text book the content of the chapters aims at achieving the learning objectives.

2. ORGANIZATION OF THE CONTENT

Organization of the content in the text book clearly spells about how the content is organised and arranged to suit to motivate learners. The following criteria are evaluated under this.

Geographical organization

The content in the text book is divided into various units, sub units, topics and sub topics arrangement.

Sequence

The topics are arranged orderly. The sequence of the contents is psychologically more consistent. The topics proceed from the conventional types to modern types.  The topics proceed from simple to complex.

Equality

The content of each chapter that is the content in vector algebra, sequence and series, analytical geometry and trigonometry given equal weightage.

Sufficiency of data

The information from the chapters’ matrices and determinants is not sufficient. Remaining chapters of this text book are adequate.

3. PRESENTATION OF CONTENT

Presentation denotes how the content is presented in each unit. It also indicates that how impressive and enthusing are the content described in the lesson.

Language and symbols

The language used in the eleventh standard text book (volume I) is simple and precise. And the symbol and notation used in this book is international accepted code.

Order

The content of the text book is arranged systematically and comprehensively. The organization of subject matter is flexible. There are sufficient coherences and sequences in the organization of the subject matter. The content is presented as from simple to complex.

Examples

The eleventh standard mathematics text book contains some examples. The examples are simple and easily understandable. But the examples are inadequate in few chapters. The students are able to understand the solutions to the solved examples. Special efforts have been made to give the proof of some standard theorems.

4. SUMMARY

The eleventh standard mathematics text book (Volume I), under each chapters gist of the chapter is not given.

5. EVALUATION

The evaluation pattern clearly states about the measurement of achievement through various types of exercises.

Exercise

In this text book in evaluation section important questions are given. In end of the each sub units having some exercise.  The book contains 111 objective types question in end of chapter VI. The working rules have been given so that the students themselves try the solution to the problems given in the exercise. The problems have been carefully selected and well graded.

Visits

In all the chapters of this text book in the evaluation part do not specified the project work, assignment work and field work.

6. AUTHORSHIP

The eleventh standard mathematics text book was written by a team of exports, all are specialist in their field of mathematics. The author-cum-chairperson of the text book is Dr.K.Srinivasan. The other authors of the book from Arts and Science College, University and Schools. They are Dr.E.Chandrasekaran, Dr.C.Selvaraj, Dr.P.Devaraj, Thiru.R.Swaminathtan, Thiru.T.M.Soundararajan, Thiru.D.Murugesan and Thiru.N.Rajendran. The reviewers of the text book are Dr.A.Rahim Basha, Dr.M.Chandrasekar and Dr.T.Tamil chelvan from Arts College, Anna University and M.S.University.

7. REFERENCES

The eleventh mathematics text book references are not included at the end of this text book (volume I) but in Volume II book included references. Totally 16 references are given in Volume II but not in Volume I. These are not sufficient for the eleventh standard mathematics text book.

Over all the content of the eleventh standard mathematics text book (volume I) is good due to the following.

ü  All the topics are prescribed in the text is relevant to the syllabus.

ü  The content of the text book had got immense utilitarian value for the learners.

ü  The matter prescribed in the text book creates the interest among the pupils.

ü  The topics are arranged psychological sequence.

ü  The language used in the text book is simple and precise

ü  Examples are simple and understandable

ü  At the end of the each chapters exercise questions are given

1X) Recommendations

The eleventh standard text book the quality of the paper may be improved. So that the printing will be more attractive. The text book can have diagrams in different colours. Project work, assignment work and field trip may be given in the text book in order to make the learning purposeful and interesting.

In eleventh standard mathematics text book the up-to-date information may be included. In the text book adequate examples and sufficient illustration may be given. In the text book under each chapter’s gist of the chapter may be given.

X) Conclusion

          The value of good text book arises in the light of transition from classroom centered to students centered approach and active participation in the process of assimilation and dissimilation. In this context a good text book has may utility.