Teachers’ perceptions: What happened after more than 10 years of developing the mathematics textbook

This qualitative study describes teachers’ perceptions of a mathematics textbook after more than a decade of developments in Saudi textbooks, including introducing English terms into Arabic textbooks. The sample of this study was 14 mathematics teachers at the high school level. The analysis of teachers’ interviews allowed the researcher to develop a deep understanding of the perceptions of fundamental changes in mathematics education. The findings expose the concerns of teachers regarding resource adequacy in light of the modern learning style that considers students as the center of the education process, and language issues in connection with textbook comprehensibility. These findings indicate that the Saudi Ministry of Education and leaders in mathematics education should focus on all elements of constructive alignment if they seek to meet the targets set to reform mathematics education.