Evaluating the methods used in academic studies to measure the readability of mathematics textbooks in light of the characteristics of mathematics texts

Abstract

This study attempts to evaluate the methods used in academic studies to measure the readability of mathematics textbooks in light of the characteristics of mathematics texts through identifying the distinctive features of mathematics texts and the various methods used to estimate their readability. The problems associated with these methods are identified and some suggestions to improve the measure of the readability of mathematics textbooks are outlined.  A descriptive method was employed qualitatively and quantitatively. The sample of the study consists of all studies concerned with the measure of the readability of mathematics textbooks (24 studies). There were four distinctive features of a mathematics text: containing symbolic notations, graphics, graphs, curves and tables; the writing directionality is different from Arabic texts; and the bilinguality of high school's textbooks. The study also revealed that most of the studies used one single method, they focused on cloze tests and understanding; while other methods received the least attention such as vocabulary testing, lists of reviewers, and readability equations. It overlooked the readability of graphics, graphs, curves and tables, the writing directionality and the bilinguality of high school's textbooks. The study outlined four suggestions to improve the measure of the readability of mathematics textbooks: (1) integration of qualitative and quantitative methods, (2) developing and experimenting new methods, (3) creating formulas congruent with the Arabic language, and (4) making use of technology to measure the readability of mathematics textbooks.