| dc.description.abstract | The study investigated the opportunities to learn problem solving in Malawian grades 9 and 10 mathematics textbooks. To explore how problem-solving opportunities are provided and what factors influence the opportunities to learn problem solving in mathematics textbooks. The topics of Linear Equations and Simultaneous Equations were considered in the study. A total of 309 tasks from four textbooks were analyzed using the Mathematical Discourse in Instruction frame-work for textbook analysis (MDITx) to determine their levels of complexity. Levels 2 and 3 were considered potential problem-solving opportunities with a higher preference for level 3. The anal-ysis revealed that there were 74% of level 2 tasks, 13% of level 3 tasks, and 11% of level 1 tasks. The results suggest that many tasks were similar to examples that students could refer to when solving the subsequent tasks. The preferred level 3 tasks were fewer than level 2 tasks, thus the textbooks provide few opportunities for students to learn problem solving. Of the few opportuni-ties, many were presented in word form and were meant for the application of the learned meth-ods and review. The dominance of level 2 tasks was due to three factors: 1) examples were de-tailed, 2) lessons were not introduced as challenges, and 3) questions were leading and not prompting. Due to the high textbook compliance and few qualified teachers in Malawi, the impli-cations are that many students lack sufficient opportunities to learn problem solving. More prob-lem solving should be included in the textbooks. In addition, textbook authors and curriculum developers need to define clearly what should count as problem solving in the context of Malawi. Recommendations and further study areas have been indicated. | |
