Mathematics textbooks and self-regulated learning: responses from students in three Kenyan secondary schools

The current moves by many African countries including Kenya to reform their mathematics education adopt learner-centred pedagogies presents a need fill the knowledge gap on learner-textbook relationships there. textbook remains key resource for teaching and learning is increasingly being expected play pedagogical role in addition making national curriculums manifest both teachers students. In Kenya, textbooks published state-owned company are regarded as core occupy central teaching. We present findings perceptions of students at three Kenyan public secondary schools what they value find lacking text efforts towards engagement with through self-regulated learning. Implications practice presented.