The access–use gap in mathematics instructional materials
A comparative study of public and private primary schools
DOI:
https://doi.org/10.32674/vp2a6n41Keywords:
Mathematics education, access–use gap, teacher capacity, student engagement, structural barriers, primary education, Afganistan, instructional materials, primary schoolAbstract
This study examined the gap between access to mathematics instructional materials and their classroom use in four selected public and private primary schools in Kabul City. A descriptive–comparative survey involved 211 students and 28 mathematics teachers, using verified frequencies and percentages from the approved master’s thesis. Public-school students reported greater access (73.3%) and classroom use (63.6%) than private-school students (49.4% and 42.5%, respectively), while conversion efficiency was nearly identical (86.8% vs. 86.0%). Teacher and student reports differed across indicators of teacher capacity and participation. Constraints were more prominent in private schools, particularly textbook alignment and limited professional development. The findings emphasize distinguishing resource availability from classroom use and considering curriculum alignment, teacher support, and student participation when evaluating instructional-material provision.
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