Effects of textbook policy and multi-textbook use in teaching and learning mathematics in Tanzanian schools: a case study of selected primary schools Kinondoni district Dar es Salaam region

This study explored the effects of textbook policy and multi-textbooks use in the teaching and learning of mathematics. It examined how teachers and pupils use mult-textbooks in the teaching and learning of mathematics. The prevalence of the different textbooks published by commercial publishers was examined. The study also analyzed the content of approved mathematics textbook, identified the challenges, merits and demerits in primary schools. The study used the qualitative and quantitative approaches applied in a case study design. The processes and organizational mechanisms practices aimed at describing how textbook policy and mult-textbook system has been practiced in classrooms. Classroom observation checklist, focus group discussion, interviews and questionnaires were used for data collection. Purposely stratified and simple random sampling techniques were used to select the sample. The sample included 2 urban and 3 rural schools. The respondents were 2 district school inspectors, 1 district academic offers, 5 school head teachers, 15 classroom mathematics teachers, 40 pupils 5 parents/guardians, 2 publishers and 2 booksellers making a total of 72. This study revealed that, the single textbook system was practiced mostly at classroom level. The mult-textbook system was practiced between classes at the same school and in different schools. The status of textbooks as the radio of textbook to pupil ranged from 1:2 to 1:54, with an average of 1:8. The shortage of the core approved mathematics textbooks enabled teachers and pupils to have a wide range of knowledge in mathematics subject, and the content of ATMs was relevant to the curriculum to a great extent. The weaknesses of the ATMs include some concepts in some pupil’s book were not well explained also, model answer in some teacher’s guides were wrong while some approved mathematics textbooks had weak binding. These weaknesses have negative effect because users would learning would be imparted incorrect or wrong information. Economically, a weak bound approved mathematics textbooks are easily turned and will be used in short period of time. This study recommends that the textbook policy should clearly state how to implement the multi-textbook system in primary schools. Also, Publishers should effectively supervise their proof readers and editors in their publishing house to strengthen the quality of these mathematics textbooks before final production.