Abstrakt
The paper presents results of a research survey carried out within the frame of a larger research project, in which the author make inquiry into the process creation, choice and use of textbooks of mathematics. In this paper, the author argues that teachers' active participation in production of new culture (as Giroux (1983) claims to be the case at schools) is possible in mathematics only if teachers realize they are working with cultural values in their classrooms.
That is why the author constructed a questionnaire to name the criteria in-service and pre-service teachers pay attention to when selecting a textbook. Are cultural values (e.g. gender correctness) of any interest? The questionnaire was administered to 28 pre-service and in-service teachers.
The analysis of the questionnaire among other shows that teachers prefer teaching from textbooks of their own choice and that priorities in selecting textbooks are much more connected to mathematics than cultural contents.
