Mathematics Teachers' Metaphorical Beliefs and Textbook Use

Purpose This study examines the relationship between mathematics teachers' beliefs and their use of the textbook, focusing on the metaphorical language teachers use to express their beliefs about the textbook and the roles of students and teachers. Method Four teachers were selected based on similar teaching experiences and school contexts. Data were collected through interviews, classroom observations, lesson plans, and teacher reflections, allowing for an in-depth exploration of how teachers use the textbook. Results The research identified an alignment between teachers' metaphorical beliefs and their approaches to textbook use (lesson planning and instructional practice). Additionally, it revealed a diverse spectrum within teacher-centered and student-centered practices, as highlighted through the analysis of metaphorical beliefs. Conclusion This research enhances our understanding of how teachers' metaphorical beliefs shape textbook use, offering valuable insights for designing more effective, belief-aligned teacher development and textbook resources.