Contemporary developments in education, changes in curricula, and the continuous expansion of teaching materials provide teachers with an increasing number of options when selecting textbooks and other didactic resources. At the same time, such diversity also presents a challenge, as teachers must choose among numerous materials those that most effectively support the learning and understanding of mathematical content. The selection of a high-quality textbook therefore represents an important professional decision, as textbooks significantly influence teaching approaches, the structure of the learning process, and the types of tasks and activities through which students develop mathematical knowledge.
This master's thesis examines the quality of mathematics textbooks from the perspective of the didactic treatment of geometric learning content in the 8th grade of primary school. Geometry represents an important field of mathematics, as it develops students’ spatial reasoning, logical thinking, visual perception, and the ability to connect mathematical concepts with real-life situations. The way geometric content is presented in textbooks therefore plays an important role in students’ understanding of mathematical concepts and in the development of their mathematical thinking. The theoretical part of the thesis is based on the foundations of general and special mathematics didactics and discusses the role of textbooks as an important teaching resource in mathematics education. Special attention is devoted to contemporary approaches to teaching mathematics, such as active and collaborative learning, the diversity of mathematical tasks, the development of critical and creative thinking, and the importance of formative assessment. Based on these theoretical foundations, criteria for the professional evaluation of the quality of mathematics textbooks are established. The empirical part of the thesis includes a qualitative analysis of the treatment of geometric learning content in three mathematics textbooks for the 8th grade of primary school. The analysis is based on a mathematical model for evaluating textbook quality, which integrates several aspects of the quality of teaching materials, including linguistic, structural, and didactic principles, the diversity of mathematical tasks, and compliance with the current mathematics curriculum (2011) as well as the fundamental guidelines of the revised mathematics curriculum (2025). The developed model enables a systematic and comparable evaluation of textbooks and represents a starting point for the professional assessment of teaching materials used in mathematics instruction. The thesis thus contributes to a better understanding of the didactic quality of mathematics textbooks and opens possibilities for further research in the field of teaching material analysis and mathematics education.
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