izvorni znanstveni rad
Textbooks can be seen as a teaching tool with a wide potential use in school, but also as the intermediaries between the planned and implemented curriculum. They greatly affect the way in which the intended mathematical content is transformed into actions and educational opportunities inside classrooms. As such they are conceptualized as part of the potentially implemented curriculum in the TIMSS curriculum framework. Thus it is important to analyze the structure of textbooks in order to see the potential pedagogical implications. We use TIMSS mathematics framework to study structure of textbooks for the last grade of secondary school in Croatia (Population 3 in TIMSS analysis). Also we try to investigate variability of these textbooks inside the timeframe of the past 20 years.
TIMSS, textbooks, structure, mathematics, secondary school
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