Mathematical Values In Turkish High School Mathematics Textbooks

Damla BAKIRCI; Abdullah BİBER

doi:https://doi.org/10.47215/aji.1004395

Makale detayları

Mathematical Values In Turkish High School Mathematics Textbooks

Yazarlar:

Damla BAKIRCI | Abdullah BİBER

Yayıncı:

Yeni Eğitim Yayıncılık

Ana Başlıklar:

Eğitim

Dergi:

Asian Journal of Instruction (E-AJI) 2022 Vol.10 Issue 1, pp.1-13

Belge Tipi:

Makale

Yayın Tarihi:

6/2022

Belge Dili:

İngilizce

Document ID (Org No.):

2000873678

Sıklık:

Aylık

eISSN:

2148-2659

DOI:

https://doi.org/10.47215/aji.1004395

Anahtar kelimeler:

Özet:

 

This study aims to examine how mathematical values are represented in Turkish high school mathematics textbooks during the 2019-2020 academic year. A case study design was used in this study. The research examined a total of 2175 questions. Descriptive analysis was used in the analysis of qualitative data. The data was sorted into mathematical value pairs. Three complementary pairing of mathematical values are considered: rationality-objectivism, control-progress, and openness-mystery. As a result of the analysis, it has been determined that the rationality-objectivism value pair is similar across all grade mathematics textbooks. The control value was also emphasized more than the progress value The openness value was highlighted more than complementary pairs of mystery values at the 9th, 10th, and 11th-grade levels. In comparison, the mystery value is emphasized more than the openness value in the 12th-grade textbook. As a result, it would be advisable to pay attention to the balanced distribution of complementary value pairs when considering the importance of mathematics values for mathematics textbooks.

 

This study aims to examine how mathematical values are represented in Turkish high school mathematics textbooks during the 2019-2020 academic year. A case study design was used in this study. The research examined a total of 2175 questions. Descriptive analysis was used in the analysis of qualitative data. The data was sorted into mathematical value pairs. Three complementary pairing of mathematical values are considered: rationality-objectivism, control-progress, and openness-mystery. As a result of the analysis, it has been determined that the rationality-objectivism value pair is similar across all grade mathematics textbooks. The control value was also emphasized more than the progress value The openness value was highlighted more than complementary pairs of mystery values at the 9th, 10th, and 11th-grade levels. In comparison, the mystery value is emphasized more than the openness value in the 12th-grade textbook. As a result, it would be advisable to pay attention to the balanced distribution of complementary value pairs when considering the importance of mathematics values for mathematics textbooks.

Makale detayları

Mathematical Values In Turkish High School Mathematics Textbooks

Yazarlar:

Damla BAKIRCI | Abdullah BİBER

Yayıncı:

Yeni Eğitim Yayıncılık

Ana Başlıklar:

Eğitim

Dergi:

Asian Journal of Instruction (E-AJI) 2022 Vol.10 Issue 1, pp.1-13

Belge Tipi:

Makale

Yayın Tarihi:

6/2022

Belge Dili:

İngilizce

Document ID (Org No.):

2000873678

Sıklık:

Aylık

eISSN:

2148-2659

DOI:

https://doi.org/10.47215/aji.1004395

Mathematical values

mathematics textbooks

high school

Turkey

Sayı

Makale detayları

Mathematical Values In Turkish High School Mathematics Textbooks

Yazarlar: Damla BAKIRCI | Abdullah BİBER

Yayıncı: Yeni Eğitim Yayıncılık

Ana Başlıklar: Eğitim

Dergi: Asian Journal of Instruction (E-AJI) 2022 Vol.10 Issue 1, pp.1-13

Belge Tipi: Makale

Yayın Tarihi: 6/2022

Belge Dili: İngilizce

Document ID (Org No.): 2000873678

Sıklık: Aylık

eISSN: 2148-2659

DOI: https://doi.org/10.47215/aji.1004395

Mathematical values

mathematics textbooks

high school

Turkey

Sayı

Yazarlar:

Damla BAKIRCI | Abdullah BİBER

Yayıncı:

Yeni Eğitim Yayıncılık

Ana Başlıklar:

Eğitim

Dergi:

Asian Journal of Instruction (E-AJI) 2022 Vol.10 Issue 1, pp.1-13

Belge Tipi:

Makale

Yayın Tarihi:

6/2022

Belge Dili:

İngilizce

Document ID (Org No.):

2000873678

Sıklık:

Aylık

eISSN:

2148-2659

DOI:

https://doi.org/10.47215/aji.1004395