| 1 | Importance of mathematics textbook and related rules | 1, 2 |
| 2 | Desing of the Current Textbook and Historical Development | 1, 2 |
| 3 | Cognitive design of the textbook | 1, 2, 4, 5, 6, 7 |
| 4 | Place of the textbook in educational programs | 1, 2, 4, 5, 6, 7 |
| 5 | Place of the textbook in educational programs | 1, 2, 4, 5, 6, 7 |
| 6 | Qualifications of textbooks | 1, 2, 4, 5, 6, 7 |
| 7 | Qualifications of textbooks | 1, 2, 4, 5, 6, 7 |
| 8 | Midterm | |
| 9 | Cognitive levels of math problems | 1, 2, 3 |
| 10 | Math activities in Textbooks and evaluation of such activities | 1, 2, 3, 4, 5, 6, 7 |
| 11 | Textbook (e.g. teaching methods, materials) and their use in the classroom | 1, 2, 4, 5, 6, 7 |
| 12 | Textbooks from different countries and comparative analysis | 1, 2, 4, 5, 6, 7 |
| 13 | Mathematical Task in Textbooks and central exams(national and international) | 3 |
| 14 | General evaluation of mathematics textbooks | 1, 2, 4, 5, 6, 7 |
| 15 | General evaluation of mathematics textbooks | 1, 2, 4, 5, 6, 7 |
| 16 | Final exam | |
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