This Link Maybe Useful:

http://www.eajournals.org/wp-content/uploads/Textbook-Analysis-and-Evaluation-of-7th-8th-Grade-in-Pakistani-Context.pdf

I assume for Grade 2-3 math textbooks and teachers' guides on teaching-learning, you were referring to elementary school K2-K3, or middle school level?

Since the textbook seems to be on the basic principle or axioms on numbers and functions, a good start may be a look-through of a gallery of such books in recent decades. Find one good book as an example that you would prefer, and keep a couple of other books references. As you have gained enough in-classroom teaching experience, you can formulate some thought or ideology to formulate your own system. There is not a uniform cut-off way of studying or teaching such materials, however this might provide an overview on the kind of area in promoting students conceptual understanding in Math.

I wish to add that sometimes, it is a good idea to bring in visible geometry,

like a set of solid shapes in triangles, spheres, or conic curves as practice models to illustrate the concept or definition introduced in class for motivating the students' interest.

https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2018/Vol24/Issue1/Promoting-a-Conceptual-Understanding-of-Mathematics-more4u/

Thank you for your answer. I will analyse elementary level of mathematics textbooks and teachers' guides

This Link Maybe Useful:

http://www.eajournals.org/wp-content/uploads/Textbook-Analysis-and-Evaluation-of-7th-8th-Grade-in-Pakistani-Context.pdf

Interesting topic. Follow.

Abdelkader Mohamed Elsayed Thank you so much again! it is very helpful.

I agreed. It is also a good one from the middle school level.

Dear All,

This link talk about: Requirements in mathematics textbooks: a five-dimensional analysis of textbook exercises and examples

https://www.tandfonline.com/doi/abs/10.1080/0020739X.2018.1431849?scroll=top&needAccess=true&journalCode=tmes20

The fifth dimension addresses the analysis argumentation for learners, which is essential to cognitive and analytical ability development.

For instance, how to solve a PDE for beginners?

We can break into a few steps:

1) Where does the PDE come from?

e.g. Laplace equation models the stationary state of a membrane, which can be derived from minimization of the energy.

2) Students visualize the model in physics,

and interact with them with a second order ODE already learned.

3) The objective is to find a solution u to the PDE where u denotes an unknown variable.

4) The scheme is to construct inverse/reversible system to derive the solution and then interpret the outcome. (computation-interpretation)

5) Activity: Given an example PDE problem to analyze.

(i) Mastery level: be able to generalize to u in several independent variables.

(ii) Apply generalized integration to recover the solution u in the context of math-physics, plot the graph, with digital multi-scale method

(iii) Advanced level includes examine the stability/instability of the solution, which might correspond to physically or numerically balance/imbalances properties. interacting practical application.

Such scheme domain is fundamentally important since to know the derivation of a pde model,

to learn how to solve pde with integration, and to study behaviors of the solution that can explain the phenomenon in real life, it all requires a well fundamental education on the understanding of the basics of the structure and the analysis argumentation involved in the theory and paradigm.

See doi:10.1007/978-1-84996-317-6