Analysis of Primary Education textbooks in inclusive contexts in Spain and Portugal
DOI:
https://doi.org/10.25757/invep.v14i3.405Keywords:
Comparative analysis, Mathematics education, Primary education, Text booksAbstract
The teaching-learning of mathematics must promote the autonomy of people to achieve competent citizenship. This formal teaching-learning takes place in classrooms, where textbooks are common and the students are diverse, including those with educational needs. Traditional textbooks have been analyzed curricularly in some studies, but no research has been found that contemplates their autonomous use by students with special needs. This research sought to compare mathematics textbooks used in inclusive contexts in Spain and Portugal. The contents and the methodology underlying the activities were explored. Two books from the 1st and 2nd year of Primary Education were analyzed, from each of the countries. The results show that the five blocks of mathematical content are worked on, with more activities in numbers and operations, and with different methodologies, depending on the block. Implications of the findings are discussed.
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