In this paper, we propose a theoretical framework for Chinese high school mathematics teachers use new textbooks based on the work of Remillard (1999) andChau (2014).Based on this framework, a multiple case approach was used to investigate how two high school mathematics teachers from Shanghai use new textbooks.The results suggest that in the curriculum mapping arena, both the novice teacher and the expert teacher often planned to appropriate the unit content, and sometimes planned to add supplemental content.When organizing the unit content, novice teacher always planned to follow the new textbook in sequence, while expert teacher often would follow the new textbook in sequence, but sometimes planned to rearrange the unit content.In the design arena, both the novice teacher and the expert teacher tended to appropriate the introduced tasks and definitions.The novice teacher often planned to appropriate the example problems and exercise problems, while the expert teacher often intended to flexibly use the example problems and exercise problems.In the construction arena, the novice teacher seldom adjusted the planned tasks; in contrast, the expert teacher adjusted the planned tasks more frequently.In the reflection arena, the novice teacher often thought she should improve the mathematics tasks, while the expert teacher almost always thought he needed to improve the mathematics tasks.The framework shown in this paper provides a tool to investigate how mathematics teachers use textbooks.
Li et al. (Sun,) studied this question.