Mathematical Communication Investigation of Secondary School Science Textbooks in the Context of Skills

Emre Özdemir

Makale detayları

Mathematical Communication Investigation of Secondary School Science Textbooks in the Context of Skills

Yazarlar:

Emre Özdemir

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi | Alan Eğitimleri (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 65, pp.2694-2727

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359511

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aim of this study is to analyze eight science textbooks that are decided to be taught at the middle school 5th-8th grade level in the 2023-2024 academic year in the context of mathematical communication skills. Document analysis technique, one of the qualitative research methods, was used in the study. The data obtained within the framework of the mathematical communication skills analysis framework form developed for the research were analyzed with descriptive analysis technique. As a result of the research, it was determined that all of the textbooks included all six mathematical communication skills consisting of visual drawing, explanation, numerical, symbol, transition between representations, and encouraging discussion. In the textbooks, the visual drawing and explanation categories were the most common, while the numerical category was the least common in the 5th grade textbooks and the transition between representations category was the least common in all 6th, 7th and 8th grade textbooks. No regular relationship was found between the mathematical communication skills included in the textbooks as the grade level increased, and it was determined that the highest number of mathematical communication skills were found in 8th and 6th grade textbooks, respectively. While mathematical communication skills were included in the 4th unit within the scope of the subject area matter and its nature in most of the textbooks, no order and harmony was found in the textbooks in terms of the least included unit. The mathematical communication skills included within the scope of the subject area were regular and were mostly included in the subject area of Physical Phenomena and least in the subject area of Earth and the Universe in all textbooks. In terms of the quantity of mathematical communication skills, it was determined that the 5th and 8th grade textbooks of different publishers, which were taught at the same level, were not consistent, while the 6th and 7th grade textbooks were more consistent and included a similar number of mathematical communication skills.

 The aim of this study is to analyze eight science textbooks that are decided to be taught at the middle school 5th-8th grade level in the 2023-2024 academic year in the context of mathematical communication skills. Document analysis technique, one of the qualitative research methods, was used in the study. The data obtained within the framework of the mathematical communication skills analysis framework form developed for the research were analyzed with descriptive analysis technique. As a result of the research, it was determined that all of the textbooks included all six mathematical communication skills consisting of visual drawing, explanation, numerical, symbol, transition between representations, and encouraging discussion. In the textbooks, the visual drawing and explanation categories were the most common, while the numerical category was the least common in the 5th grade textbooks and the transition between representations category was the least common in all 6th, 7th and 8th grade textbooks. No regular relationship was found between the mathematical communication skills included in the textbooks as the grade level increased, and it was determined that the highest number of mathematical communication skills were found in 8th and 6th grade textbooks, respectively. While mathematical communication skills were included in the 4th unit within the scope of the subject area matter and its nature in most of the textbooks, no order and harmony was found in the textbooks in terms of the least included unit. The mathematical communication skills included within the scope of the subject area were regular and were mostly included in the subject area of Physical Phenomena and least in the subject area of Earth and the Universe in all textbooks. In terms of the quantity of mathematical communication skills, it was determined that the 5th and 8th grade textbooks of different publishers, which were taught at the same level, were not consistent, while the 6th and 7th grade textbooks were more consistent and included a similar number of mathematical communication skills.

 The aim of this study is to analyze eight science textbooks that are decided to be taught at the middle school 5th-8th grade level in the 2023-2024 academic year in the context of mathematical communication skills. Document analysis technique, one of the qualitative research methods, was used in the study. The data obtained within the framework of the mathematical communication skills analysis framework form developed for the research were analyzed with descriptive analysis technique. As a result of the research, it was determined that all of the textbooks included all six mathematical communication skills consisting of visual drawing, explanation, numerical, symbol, transition between representations, and encouraging discussion. In the textbooks, the visual drawing and explanation categories were the most common, while the numerical category was the least common in the 5th grade textbooks and the transition between representations category was the least common in all 6th, 7th and 8th grade textbooks. No regular relationship was found between the mathematical communication skills included in the textbooks as the grade level increased, and it was determined that the highest number of mathematical communication skills were found in 8th and 6th grade textbooks, respectively. While mathematical communication skills were included in the 4th unit within the scope of the subject area matter and its nature in most of the textbooks, no order and harmony was found in the textbooks in terms of the least included unit. The mathematical communication skills included within the scope of the subject area were regular and were mostly included in the subject area of Physical Phenomena and least in the subject area of Earth and the Universe in all textbooks. In terms of the quantity of mathematical communication skills, it was determined that the 5th and 8th grade textbooks of different publishers, which were taught at the same level, were not consistent, while the 6th and 7th grade textbooks were more consistent and included a similar number of mathematical communication skills.

 Bu araştırmanın amacı 2023-2024 eğitim-öğretim yılında ortaokul 5-8. sınıf düzeyinde okutulmasına karar verilen sekiz fen bilimleri ders kitabını matematiksel iletişim becerileri bağlamında analizini yapmaktır. Çalışmada, nitel araştırma yöntemlerinden biri olan doküman analizi tekniği kullanılmıştır. Araştırma için geliştirilen matematiksel iletişim becerisi analiz çerçevesi formuyla elde edilen veriler betimsel analiz tekniği kullanılarak çözümlenmiştir. Araştırma sonucunda ders kitaplarının tamamında görsel çizim, açıklama yapma, sayısal, sembol, temsiller arası geçiş, tartışmaya teşvik unsurlarından oluşan altı matematiksel iletişim becerisinin tamamına yer verildiği belirlenmiştir. Ders kitaplarında sırasıyla en fazla görsel çizim, açıklama yapma becerisine yer verilirken en az 5. sınıf kitaplarında sayısal; 6, 7 ve 8. sınıf ders kitaplarının tamamında ise temsiller arası geçiş becerisine yer verilmiştir. Sınıf seviyesi arttıkça ders kitaplarında yer verilen matematiksel iletişim becerileri arasında düzenli bir ilişki bulunamamış olup en fazla sırasıyla 8 ve 6. sınıf ders kitaplarında bulunduğu belirlenmiştir. Matematiksel iletişim becerisine ders kitaplarının çoğunda Madde ve Doğası konu alanı kapsamında bulunan 4. ünitede yer verilirken en az yer verilen ünite açısından ise ders kitaplarında herhangi bir düzene ve uyuma rastlanılmamıştır. Konu alanı kapsamında yer verilen matematiksel iletişim becerileri düzenli olup ders kitaplarının tamamında en fazla Fiziksel Olaylar en az ise Dünya ve Evren konu alanında yer almıştır. Matematiksel iletişim becerileri nicelik açısından aynı kademede okutulan farklı yayınevlerine ait 5 ve 8. sınıf ders kitaplarında tutarlı olmadığı 6 ve 7. sınıf ders kitaplarının ise daha uyumlu ve birbirine yakın sayıda yer verildiği belirlenmiştir.

Makale detayları

Mathematical Communication Investigation of Secondary School Science Textbooks in the Context of Skills

Yazarlar:

Emre Özdemir

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi | Alan Eğitimleri (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 65, pp.2694-2727

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359511

pISSN:

2602-2850

Mathematical communication skills

science

secondary school

textbooksMatematiksel iletişim becerileri

fen bilimleri

ortaokul

ders kitapları

Sayı

Makale detayları

Yazarlar: Emre Özdemir

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Fen Bilgisi Eğitimi | Alan Eğitimleri (Diğer)

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 65, pp.2694-2727

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001359511

pISSN: 2602-2850

Sayı

Yazarlar:

Emre Özdemir

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi | Alan Eğitimleri (Diğer)

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 65, pp.2694-2727

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359511

pISSN:

2602-2850