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CHAPTER 8

TEXT BOOK ANALYSIS

8.1 INTRODUCTION

This chapter is a comparative analysis of the mathematics textbook used in the

different schools surveyed as a part of the research. Textbooks have always been an

integral part of education .This is especially true in developing countries where it

remains the only instruction material, and there are no technological advances to

supplement textbook teaching.

Mathematics remains a key subject in school education and textbooks are an

important part of school mathematics. Textbooks provide a framework for what is

taught and how it is taught. Textbooks also impart a sequence that is followed in a

particular subject. Given the sequential nature of mathematics, the mathematics

textbook becomes a vital component for mathematics achievement. The National

Policy on Education stresses on learning mathematics as a compulsory subject up to

class X. It is also imperative to see to what extent the school mathematics textbook

reflects the changes in the mathematics curriculum that have taken place. Additionally

researchers have sought to explain student performances based on textbook research

Compared to other research areas in mathematics education studies on

mathematics textbooks are comparatively new. However since the last two decades

there have been many research studies centering around school textbooks from

different perspectives. They include comparative studies ( Yeping Li 2000, Mayer

1995,Stigler 1986) The role of textbooks in the teaching and learning of

mathematics(Jamison1981, Krishna Kumari 1984, Gelfman E 2004, Jukka T 2005,

Kulkarni, 1986), The relationship between mathematics curriculum standards/syllabi

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and textbooks (Desai D. M. and Roy 1974, Zhu Yan S and Fan Lianghuo 2004),The

evaluation of mathematics textbooks(Fuson 1988,Schmit W 1997, Zhongru L I

2004).Textbook problem analysis has been carried out on specific types f

mathematical problems by researchers like Stigler et al (19860, Sugiyama (1987)

8.2 METHODOLOGY

The schools surveyed followed either the SEBA or the CBSE board. Hence

the mathematics textbooks prescribed by the respective boards were studied. The

mathematics textbooks of class VII and class IX published by SCERT for SEBA and

NCERT for CBSE were selected for this analysis.

.The data source consisted of all lessons in the text. The study sought to compare

the two textbooks with respect to comprehensiveness of topics covered and

similarities and differences in approach to topics. The two categories were

a) General content which consisted of different features of the book like cover

page, layout, costs, organization of chapters

b) Mathematical content which consists of the topics covered. Further it was

found in Chapter 3 (Table 3.12) that there exists high positive correlation

between conceptual knowledge and knowledge of geometry. Hence

considering the importance of geometry in spatial explorations, analysis, and

problem solving, a further in-depth analysis of the problem types in the

geometry portion including measurement of geometrical shapes have been

done.

The geometrical problems were analyzed that did not have accompanying solutions.

The problems were coded as follows

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 Procedural Skill---- requiring mainly computational skill (PS)

 Conceptual Knowledge-----required knowledge of basic concept(CK)

 Problem Solving-----requiring translation of word problem into mathematical

form ,applying different concepts and then solving (PSLV)

 Practical geometry (PG)---requiring use of geometrical box

 Hands on application (HA)-----activities related to real life and paper

folding/cutting

8.3 ANALYSIS

Class VII

a) General content: Both textbooks are attractively presented and are student

friendly. They are a part of a series which is in keeping with the continuing and

developing nature of mathematics. The covers are colourful with the name and

series number printed clearly. Text are interposed with diagrams , sketches and

pictures which improve the readability of text. Both books deviate from the

traditional type of mathematics textbook which consisted of text only. In the

NCERT book guide lines for the teachers is given at the beginning of the book,

while they are presented in the last page with additional notes for the teachers

interposed within the lesson themselves at various places. There is a conventional

content page in both books but the presentation of the topics is dissimilar. The

NCERT book is divided into chapters, there is a brief review and revision of the

topic, then the topics are presented with a considerable number of solved and

practice exercises. There are however no chapters in the SCERT book, the

contents are presented as a sequence of lessons. These lessons are repeated

gradually developing in depth and difficulty. A review discussion the of the topic

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concludes every chapter in the NCERT book. This is not present in general in the

SCERT book except for a short note in some lessons. Answers to exercises are

provided in the NCERT book but not the SCERT book.

b) Mathematical content : The books were examined and the chapters/lessons were

categorized as

1. Numbers and operations on numbers

2. Algebra

3. Mathematics in real life

4. Geometry

5. Measurement

6. Data Handling

7. Pattern Recognition

8. Value and handling of money

9. History of mathematics

TOPICS IN MATHEMATICS TEXTBOOK

30
25

20

15
NCERT
10 SCERT
5

0
1 2 3 4 5 6 7 8 9
TOPICS

Figure 8.1 Topics covered in the Class VII mathematics textbooks

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In terms of topics covered there is not much variance in books. As an example

it is seen that rational numbers fractions, decimals, exponents and powers and their

operations, being common to both in the chapters/lessons on numbers. Group

activities with the numbers before formal exercises are a common feature in both

books. The ideas introduced in initial chapters are used later on for understanding new

concepts. Student exercises for each topic introduced are given for drill and practice.

Both books lay emphasis on underlying mathematical ideas in addition to knowing

just the procedure by the inclusion of word problems in exercises. Both the textbooks

advocate the use of mathematics laboratory.

The difference in the concepts covered under “numbers” is that there is a

review chapter on integers in the NCERT book. The BODMAS rule, squares and

square roots and use of brackets have are mentioned in the SCERT book. In algebra,

sets, its notation, operations of union and intersection are mentioned only in the

SCERT book.

But the NCERT book is more rigorous and comprehensive in its approach.

Each new concept is introduced with a number of solved examples and definition.

Also there are a considerable number of practice exercises for the student. Again the

same concept is also introduced in more than one way. Additionally, properties of

the numbers like closure, existence of identity and laws of the operations are

mentioned only in the NCERT .This makes it possible for the average students to

work on their own to a great extent.

The SCERT book gives an idea of the topic but it is up to the teacher to give

the explanation in detail. More stress is laid on activity based learning and group

activity. It lays stress on attracting the minds of the students by group activities .Thus

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the success of this book depends on a great extent to the school environment where it

is used.

Pattern recognition like symmetry and visualizing solid shapes are exclusive to

the NCERT book while the SCERT book alone has a chapter on History of

mathematics and a lesson on the value and handling of money.

Relevance to the locality and real life situations of mathematical ideas

explored are emphasized the most in the SCERT book. Examples are seen in handling

of money during preparation of a budget for educational excursion of the school,

celebration of teachers’ day and school week. The importance and necessity of

various saving schemes and forming of the habit of savings among students have been

presented.

One striking feature books published by both organizations reflect orientation

towards inclusive education as propagated in government policies to remove gender

and class bias.

GEOMETRY: The geometric problems were coded and their comparative

representation has been shown below.

Number of geometry problems

160
140
120
100
80 SCERT

60 NCERT

40
20
0
PS CK PSLV PG HA

Figure 8.2 Number of geometric problems (coded type wise) in class VII mathematics

textbooks

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Distribution of Geometric problem types

100%

80% HA
60% PG
PSLV
40% CK

20% PS

0%
SCERT NCERT
Publishers

Figure 8.3 Distribution of five types of geometric problems in class VII textbooks

From the above it can be seen that total number of problems in geometry is

higher in NCERT book. The distributions in the geometric portion of both books are

dominated by problems which involve conceptual knowledge. This is because the

nature of geometrical thinking itself is concept based.

A higher percentage of problem solving questions are present in the NCERT

book (NCERT 41.47%,SCERT 36.06%). The SCERT has a higher distribution of

practical geometry. (NCERT19.42%, SCERT28.19%) and hands on activity (NCERT

4.7% , SCERT 7.2%) .This is in keeping with the activity based learning advocated

in the SCERT books .Moreover since the CBSE has made the mathematics laboratory

compulsory, additional activities are carried out there.

Both books have lessons on lines, angles, triangles, quadrilaterals and circles.

Finding out the perimeter and area of geometric figures is also included. Both books

require the student to have knowledge of the geometric figure under study from real

life situations. However the number of solved problems as well as student exercises in

the NCERT book is higher than that of the SCERT book. The NCERT book also

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extends the study of the common geometry topics over and above what is covered in

the SCERT book.

LINES AND ANGLES : Being part of a series the notion of angles has been

introduced in previous books. In the class VII books of both the series the angle has

been firstly introduced with the help of visual representations from real life like angle

between slanting roof of a house, jaws of a crocodile, hands of a clock, parts of

furniture and letters of the English alphabet.

Next, line segments are used to depict the various related angles like adjacent

angles, complementary angles, supplementary angles, vertically opposite angles and

the relation between them Both books use measurement by protractor to show the

related angles. The NCERT book further provides a comprehensive information about

related angles by further providing visual representations from real life(example of a

pen making linear pair of angles with the stand; arms of a scissors depicting vertically

opposite angles) the formal definitions ,activities like superimposition to show

relations between angles followed by a formal geometric proof of the same.

After that the concepts of intersecting lines, parallel lines, transversal and

angles made by a transversal are introduced. Diagrams showing different types of

angles made by a transversal are given in both books. The NCERT book shows a

method of identifying these angles by looking for relevant shapes in the figure ( F –

shape stands for corresponding angles) .Further student exercises on identifying the

alternate angles, corresponding angles and interior angles on the same side of the

transversal are common to both books. In both case students are required to sketch

pairs of lines, the transversal and mark pairs of related angles in the figure This is

followed by the relation between the aforementioned angles in case of a transversal

cutting a pair of parallel lines. In both the books students are asked to verify the result

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by actual measurement. Both books also mention an activity for this result but the

treatment differs, in the SCERT book there is a paper cutting activity while in the

NCERT book there is a sliding activity. The converse relation too is identified in the

NCERT book and used as a tool for checking for parallel lines. The SCERT book also

has a set of miscellaneous questions relevant to this topic which are to be used by the

class teacher during a quiz session. Practical geometry in this section consists of

construction of perpendicular lines and parallel lines in both books.

TRIANGLES: Similarity in both books is the way the triangles are reviewed by

figures mentioning the six parts of a triangle and its classification based on the sides

and angles. The NCERT book goes on to define the altitude and median of a triangle

with diverse questions to test the conceptual knowledge of the same( eg will the

altitude always lie in the interior of the triangle, give example where median and

altitude is the same).The SCERT book defines only altitude. Both books have paper

folding activities related to this topic.

Properties of the triangle are then introduced. The common properties

introduced in both books are the Angle sum property of a triangle, and the

The exterior angle property and Pythagoras theorem are mentioned in only in

the NCERT book. Both books have similar approaches to showing the properties by

actual measurement with geometrical instruments and paper folding activities.

However the difference is that the NCERT book goes on to provide formal

geometrical proofs of the same which is not present in the SCERT book.

Additional differences are that the NCERT book has a chapter introducing the

congruence of triangles, the different criteria are explained in detail with counter

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examples as to how AAA cannot be a congruence criteria .Exercises to find congruent

triangles involve measurement activities as well usage of congruence rules.

CIRCLES : The definition of circle and circular area with figure showing the various

parts of the circle are shown in both books. Further similarity is the derivation of

perimeter by activities involving rolling of a circular object along a ruler and by

wrapping a string around a the edge of a circular object. Next the constant ratio c/d =

π is found by calculating the same for a number of circles which ultimately leads to

the derivation of the formula for perimeter of a circle. There is however a difference

in the approach for finding the area of a circular region. The NCERT book shows the

circle being folded, cut and the pieces being arranged to form a rectangle of length πr

and breadth r. The area is thus calculated by using the previous knowledge of area of

rectangle as length × breadth, thus required area of circle being πr2. In the SCERT

book however the area of a circular region is calculated by folding and cutting up the

given area into 32 sectorial areas which approximately equal 32 triangular areas

.The formula for area of a sector is stated and used to find the area of the circular

region as { 32 × ( ½ × 2 πr / 32 × r )} = πr2. This approach is more complicated as the

idea of approximation of sectorial area to triangular area is taken into account.

QUADRILATERAL : The SCERT book revises the idea of quadrilaterals by

activities consisting of naming different types of quadrilaterals and their parts. The

similarities and differences between different types of quadrilaterals (square,

rhombus, and trapezium) and their properties are discussed. In the NCERT book

quadrilaterals are discussed with reference to their area and perimeter. Derivation of

perimeter and area of square, rectangle and parallelogram are shown followed by

student exercises. Further the area of the triangle is also derived from the above

formulae.

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PRACTICAL GEOMETRY Construction of different angles with the help of

compass and scale, bisection of angles, constructing perpendicular to a line from

points on the line and outside the line, constructing parallel lines, drawing the

perpendicular bisector, constructing different types of quadrilaterals have been

addressed in the SCERT book. In the NCERT book the practical exercises consist of

construction of parallel lines and construction of triangles using the concept of

congruence of triangles.

Class IX

a) General content : The covers of both books are colourful with the name and

series number printed clearly. However as these books are meant for older

children the text does not have accompanying pictures of non mathematical

nature. There is a conventional content page in both books and are divided into

chapters. A summary the of the topics discussed concludes every chapter in the

NCERT book but not in the SCERT book Answers to exercises are provided in

both the the NCERT book and the SCERT book.

b) Mathematical content : The books were examined and the chapters/lessons were

categorized as

1. Numbers system

2. Set Theory

3. Polynomials

4. Linear equation

5. Co-ordinate geometry

6. Surds and Indices

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7. Commercial Arithmetic

8. Geometry

9. Geometrical construction

10. Trigonometry

11. Mensuration

12. Probability

13. Statistics

14. Proofs in mathematics

15. Introduction to mathematical modelling

Topics in Mathematics textbooks (IX)

8
7
6
5
4
NCERT
3
SCERT
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
TOPICS

Figure 8.4 Topics covered in the Class IX mathematics textbooks

In terms of topics covered, though there were common topics , set theory and

commercial arithmetic was unique to the SCERT book while Proofs in mathematics,

Introduction to mathematical modeling were two new topics which were present only

in the NCERT book.

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Among common topics too there was variance in terms of comprehensiveness and

introduction of consecutive ideas. Student exercises were common to both books.

GEOMETRY: The geometric problems were coded as earlier and their comparative

representation has been shown below.

Number of geometrical problems

120

100

80

60 NCERT
SCERT
40

20

0
PS CK HA PG PSLV

Figure 8.5 Number of geometric problems (coded type wise) in class IX mathematics

textbook

Distribution of geometry problem types

120

100
PSLV
80
PG
60 HA
CK
40
PS
20

0
SCERT NCERT

Figure 8.6 Distribution of five types of geometric problems in class IX textbooks

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INTRODUCTION TO EUCLID’S GEOMETRY: This chapter is unique to the

NCERT book. The origin of the word “geometry’ and it’s studies by various ancient

civilizations introduces the student to Euclidean geometry. The chapter goes on to

explain about postulates and axioms with examples of both. Lastly the idea of Non-

Euclidean geometry is also given

LINES AND ANGLES: Basic terms and definitions are revised in this chapter of the

NCERT book. Properties of parallel lines and angle sum property of triangles are also

included. The difference is that while in earlier classes measurement and paper

folding activities were used for explanation in this class formal proofs of theorems are

given.

TRIANGLES: Properties of triangles and congruence of triangles are studied both

with the help of activities and formal proof in the NCERT book. The idea of

concurrent lines within a triangle is in the NCERT book as exercises which are not

include from the examination point of view. However concurrent lines within a

triangle with definition of centroid, circum-centre, in-centre and orthocenter are

explained in the SCERT book. Exercises on these concepts are also included.

Additionally Pythagoras’s theorem, its converse and Pythagorean triplets with student

exercises are introduced in the class IX SCERT book. These were introduced in the

earlier books of NCERT.

QUADRILATERAL: Both books start by revision of the different types of

quadrilaterals. Properties of parallelograms, rectangles and other quadrilaterals are

formally proved in both the books with student exercises based on these properties.

This is followed by a lesson on the areas of parallelograms and triangles in both

books. Theorems on this topic for example areas of parallelograms on same base and

between same parallels are also common to both books.

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CIRCLE: The chapter on circles is included only in the NCERT book. Definitions of

parts of circle, theorems on chords and arcs of circles and cyclic quadrilaterals form

this chapter.

PRACTICAL GEOMETRY: Bisection of angles, perpendicular bisctors of given

line segment, construction of different angles, construction of different triangles are

included in the NCERT book. Geometrical construction in the SCERT book consists

of construction of triangles where certain pats are given and construction related to

centroid, circum-centre, in-centre and orthocenter.

Overall concepts are introduced later in the SCERT book. In the class IX

NCERT, all geometrical concepts introduced in earlier classes are revised and

additional concepts given so as to build a foundation for higher learning. In that sense

a thorough understanding of the class IX NCERT book is crucial for school students.

Thus it is seen that though there are topics which are common to both books

there are also certain dissimilar topics. However keeping in mind the continuing

nature of mathematics, it is to be understood that a single textbook for a particular

class does not impart all the concepts of school geometry. The mathematics textbooks

are published as a series and the student has to consult the entire series of books for

an in-depth understanding of the subject.

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