| Summary: | The purpose of this study is to explore the role a new textbook plays in facilitating the
teaching and learning of Algebra 9 for English as a Second Language students. The
research constitutes a case study based on fifteen ESL students in a mathematics grade 9
class.
Data was collected using a qualitative research methodology. Relevant class
events and student interview outcomes that contributed to answering the research
questions constituted the core of the raw data. Data included a demographic
questionnaire, pre and post-tests, a teacher professional journal, and post-lesson
interviews with students.
The information obtained was analyzed and synthesized through the constant
comparative method. The patterns that emerged from the analysis allowed me to
categorize them into three fundamental areas of significance: adaptations that aimed to
increase text reading comprehension, adaptations that aimed to increase the
understanding of algebraic processes, and assignment of textbook exercises that
promoted accurate algebraic procedural skills. These three main categories illustrate the
way the textbook was used and modified by ine in the classroom. The results revealed
that the textbook facilitated more the development of algebraic procedural skills than the
conceptual understanding and mathematical language acquisition.
This research has implications for mathematics instructors in adapting textbook
algebraic activities for ESL students. In addition, this study offers educators suggestions
for assessing and adapting algebraic textbook activities to maximize the teaching of
Mathematics 9 for all students. Moreover, the results of this study suggest editors
activities to enhance the quality of a textbook to facilitate the learning outcomes expected
from ESL students who read and study their textbooks. The results of this case study
warrant further research into the comprehensive approach that textbooks take in
consideration of ESL students. === Education, Faculty of === Curriculum and Pedagogy (EDCP), Department of === Graduate
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