Abstract
The paper presents one of the findings of a longitudinal research project focusing on improving culture of problem solving by pupils through the use of various heuristic solving strategies. The paper classifies how teachers work with textbooks in mathematics lessons.
It shows changes in approaches of teachers involved in the experiment to the use of mathematics textbooks in the classroom that are the consequence of their experimental teaching. The findings are based on questionnaires and in-depth interviews with the participating teachers.
The survey shows there is a shift towards creativity in these teachers' approaches to the use of textbooks. A significant increase in their autonomy was observed.
The findings of the survey are very important for teachers' school practice as well as for pre- and in-service teacher training.