Differences in the Requirements of Digital and Printed Mathematics Textbooks - Focus on Geometry Chapters

Oct 15, 2026

The paper analyzes and compares task requirements in the printed and digital versions of the same mathematics textbook set, covering Grades 1 to 4 primary education in Croatia. It identifies which task requirements predominate in each version and whether the versions offer a wide variety of task features. Particular attention is given to capacities typical of digital tasks, such as interactivity and dynamics, especially for geometry learning. Results indicate both formats rely on traditional closed-answer task structures, while digital opportunities are not fully realized.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Textbooks and task-based learning

Digital curriculum materials and new features

Research aim and scope

Grades 1 to 4 in Croatia

Printed vs. digital textbook task requirements

Task features for geometry

Interactivity and dynamics

Findings and implications

Traditional closed-answer emphasis

Underused digital opportunities

doi: 10.26529/cepsj.1285 Differences in the Requirements of Digital and Printed Mathematics Textbooks: Focus on Geometry Chapters Dubravka Glasnović Gracin*1 and Ana Krišto2 • Textbooks have always played an important role in mathematics education. Textbook tasks are widely used by students, so it is important to examine their requirements in order to identify the opportunities students have to learn mathematics. Publishers now produce both printed and digital versions of textbooks. While the requirements of the tasks in printed textbooks have been well examined all over the world, the tasks in digital textbooks are yet to be analysed and systematically developed. The research presented in this paper encompasses the analysis and comparison of the tasks in the printed and digital versions of the same mathematics textbook set. The examined set covers Grades 1 to 4 of primary education in Croatia. The aim was to find what task requirements are predominant in the printed and the digital textbooks, and to determine whether these textbook versions provide a wide variety of task features. In addition, the features and capacities typical of digital tasks, such as interactivity and dynamics, are examined. These task features are particularly important in geometry education for comprehending visual and dynamic geometrical objects and relations. The results show that both the printed and the digital textbook tasks have traditional requirements, with an emphasis on closed answer forms. Moreover, the new opportunities afforded by digital tasks are not realised. These findings reveal the potential of digital tasks as a new area to be explored and developed. Keywords: textbook tasks, requirements, printed textbook, digital textbook, geometry 1 *Corresponding Author. Faculty of Teacher Education, University of Zagreb, Croatia; [dubravka.glasnovic@ufzg.hr](dubravka.glasnovic@ufzg.hr). 2 Primary School Petar Preradović Zagreb, Croatia. 96 differences in the requirements of digital and printed mathematics textbooks Razlike v zahtevah digitalnih in tiskanih matematičnihučbenikov: poudarek na poglavjih o geometriji Dubravka Glasnović Gracin in Ana Krišto • Učbeniki so imeli od nekdaj pomembno vlogo pri poučevanju matematike. Naloge iz njih učenci pogosto uporabljajo, zato je bistveno, da preučimo njihove zahteve in prepoznamo priložnosti, ki jih imajo učenci zaučenje matematike. Založniki zdaj izdajajo tiskane in digitalne različice učbenikov. Medtem ko so bile zahteve nalog tiskanih učbenikov dodobra analizirane po vsem svetu, morajo biti zahteve digitalnih še preiskane in sistematično razvite. Raziskava, predstavljena v tem prispevku, vključuje analizo in primerjavo nalog tiskane in digitalne različice istegaučbeniškega kompleta za matematiko. Izbrano gradivo zajema pregleduč[benikov od 1. do](benikov od 1. do) 4. razreda osnovnošolskega izobraževanja na Hrvaškem. Namen je bil ugotoviti, katere naloge so prevladujoče v tiskanih in digitalnih učbenikih, ob tem pa določiti, ali te različice ponujajo širokomnožico funkcij. Poleg tega so bile preučene značilnosti in zmožnosti, ki so značilne za digitalne naloge, kot sta na primer interaktivnosti in dinamičnost. Te so še posebej pomembne pri poučevanju geometrije zarazumevanje vizualnih in dinamičnih geometrijskih likov in odnosov. Rezultati kažejo, da imajo naloge tiskanih in digitalnih učbenikov tradicionalne zahteve s poudarkom na odgovorih zaprtega tipa. Mimogrede, nove priložnosti, ki jih sicer ponujajo digitalne naloge, niso uresničene. Te ugotovitve razkrivajo potencialne digitalne naloge kot novo področje, ki bi ga bilo treba raziskati in razviti. Ključne besede: učbeniške naloge, zahteve, tiskani učbeniki, digitalniučbeniki, geometrija Introduction Textbooks have always played an important role in mathematics education. Textbooks that are consistent with the curriculum facilitate teachers’work and guarantee mathematical knowledge and exercises for students (Johansso

FAQs

What is the main research goal of the study?

To determine which task requirements predominate in printed and digital mathematics textbooks and whether these versions provide a wide variety of task features.

Which textbook scope is analyzed in the paper?

The study examines a textbook set covering Grades 1 to 4 of primary education in Croatia, comparing printed and digital versions.

How do printed and digital textbook tasks differ in requirements according to the results?

Both printed and digital tasks show traditional requirements with an emphasis on closed answer forms.

Why are digital task features like interactivity and dynamics examined in geometry?

Because these features are important for understanding visual and dynamic geometrical objects and relations in geometry education.

Oct 15, 2026

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