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Exploring the Enactment of Reform Mathematics Textbooks in Mexican Public Schools
in Implementation and Replication Studies in Mathematics EducationSearch for other papers by Cristian Nava-Guzmán in
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Search for other papers by María del Socorro García-González in
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Search for other papers by Mario Sánchez Aguilar in
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Abstract
This study examines how mathematics teachers in Mexican public schools engage with reform-based textbooks introduced under the New Mexican School (NEM) reform. Textbooks are widely recognized as carriers of curricular innovations, yet little is known about how teachers in under-resourced contexts enact and adapt them. Drawing on concepts from implementation research — particularly the notions of innovations, carriers, and spheres of influence — we conducted an exploratory study based on 57 teacher responses to an online questionnaire. The analysis combined open coding and thematic categorization, which were subsequently mapped onto Century and Cassata’s (2016) spheres of influence. Findings reveal that while most teachers reported using the NEM textbooks, enactment was highly heterogeneous. Teachers often reviewed the books collectively with their students, translated or rewrote tasks into Indigenous languages, and created supplementary materials adapted to local contexts. Obstacles included linguistic mismatches, large class sizes, limited instructional time, and shortages of material resources in rural schools. Teachers also offered concrete suggestions for improvement, such as clearer sequencing, greater availability of practice tasks, and tailored versions for Indigenous education. These patterns highlight that enactment is simultaneously shaped by teachers’ professional knowledge and sense-making, the organizational and environmental conditions of schools, the perceived attributes of the textbooks, and the availability of support strategies. The study contributes a situated diagnosis of reform enactment in diverse Mexican classrooms and establishes a foundation for future, more in-depth and longitudinal research.
The impact sheet to this article can be accessed at https://doi.org/10.1163/26670127-bja10029 under Supplementary Materials.
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Supplementary Materials
| Insgesamt | Letzte 365 Tage | In den letzten 30 Tagen | |
|---|---|---|---|
| Aufrufe von Kurzbeschreibungen | 323 | 323 | 15 |
| Gesamttextansichten | 11 | 11 | 1 |
| PDF-Downloads | 27 | 27 | 3 |
Exploring the Enactment of Reform Mathematics Textbooks in Mexican Public Schools
in Implementation and Replication Studies in Mathematics EducationSearch for other papers by Cristian Nava-Guzmán in
Current site
Google Scholar
PubMed
Search for other papers by María del Socorro García-González in
Current site
Google Scholar
PubMed
Search for other papers by Mario Sánchez Aguilar in
Current site
Google Scholar
PubMed
Abstract
This study examines how mathematics teachers in Mexican public schools engage with reform-based textbooks introduced under the New Mexican School (NEM) reform. Textbooks are widely recognized as carriers of curricular innovations, yet little is known about how teachers in under-resourced contexts enact and adapt them. Drawing on concepts from implementation research — particularly the notions of innovations, carriers, and spheres of influence — we conducted an exploratory study based on 57 teacher responses to an online questionnaire. The analysis combined open coding and thematic categorization, which were subsequently mapped onto Century and Cassata’s (2016) spheres of influence. Findings reveal that while most teachers reported using the NEM textbooks, enactment was highly heterogeneous. Teachers often reviewed the books collectively with their students, translated or rewrote tasks into Indigenous languages, and created supplementary materials adapted to local contexts. Obstacles included linguistic mismatches, large class sizes, limited instructional time, and shortages of material resources in rural schools. Teachers also offered concrete suggestions for improvement, such as clearer sequencing, greater availability of practice tasks, and tailored versions for Indigenous education. These patterns highlight that enactment is simultaneously shaped by teachers’ professional knowledge and sense-making, the organizational and environmental conditions of schools, the perceived attributes of the textbooks, and the availability of support strategies. The study contributes a situated diagnosis of reform enactment in diverse Mexican classrooms and establishes a foundation for future, more in-depth and longitudinal research.
The impact sheet to this article can be accessed at https://doi.org/10.1163/26670127-bja10029 under Supplementary Materials.
| Insgesamt | Letzte 365 Tage | In den letzten 30 Tagen | |
|---|---|---|---|
| Aufrufe von Kurzbeschreibungen | 323 | 323 | 15 |
| Gesamttextansichten | 11 | 11 | 1 |
| PDF-Downloads | 27 | 27 | 3 |
