Evaluation of Mathematics Textbooks in Secondary Education in Morocco

Background/purpose. This study addresses the quality and effectiveness of mathematics textbooks used in Moroccan secondary levels, focusing on their overall alignment with official curriculum guidelines and their role in supporting student learning. The research was conducted to evaluate how well these textbooks meet educational standards and to identify potential areas for improvement.

Materials/methods. A 28-item survey was administered to 364 mathematics teachers across various Moroccan regions. The collected data were analyzed using descriptive statistics and Spearman's rho correlation to assess relationships among key textbook dimensions, including disciplinary content, pedagogical methods, and design features.

Results. The findings indicate that the textbooks are generally well-aligned with national curriculum standards and effectively present mathematical concepts. However, notable weaknesses were identified, particularly in interdisciplinary integration and the inclusion of exploratory learning activities. Issues related to visual design clarity were also highlighted.

Conclusion. The study concludes that while Moroccan secondary mathematics textbooks meet many curricular expectations, there is a critical need to enhance pedagogical strategies, foster interdisciplinary connections, and improve visual and structural design. These improvements are expected to have a strong influence on the quality and educational impact of mathematics textbooks in Moroccan schools.

Keywords: Mathematics, Textbooks, Mathematics Teachers, Curriculum

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