Investigating the contextual realism levels of the mathematics contents in curriculum resources in Türkiye

Semahat İncikabı

Makale detayları

Investigating the contextual realism levels of the mathematics contents in curriculum resources in Türkiye

Yazarlar:

Semahat İncikabı

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 2, pp.276-285

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345722

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: The current study aims to investigate the realistic level of curriculum resources textbooks and national examinations in Turkey. DesignMethodologyApproach: Being qualitative in nature, the current study utilized the document analysis method to examine contextual reality aspects of curriculum resources. The source for this study comprises the centralized assessments for secondary education institutions CASEI implemented since 2018 and a middle school mathematics textbook. 749 content items 609 from textbooks and 140 from examinations were investigated in order to determine the realistic structure of the curriculum resources. In order to reveal the contextual reality level of mathematical problems, I have utilized a rubric including event, question, language use, existence of informationdata, realism of informationdata, specificity of informationdata, and affective purpose aspects. Findings: The results indicated that a significant portion more than 90 of the questions in textbooks and in exams remain at the poor-fit level. In contrast, the number of questions reaching the good-fit level in terms of contextual realism is quite limited, with only 3 items in textbooks and 4 items in CASEI. The results of the current study also reveal that some items from both sources fall into the stereotyped score level in terms of total score but are categorized as poor-fit contextual reality due to inadequacies in one or more core components of contextual realism. When evaluating the competency statuses of the contextual reality components in the CASEI and textbook questions, it is observed that the majority of questions are largely inadequate in components other than language use. In particular, the rate of inadequate problems is notably higher in the question, specificity of information, and affective purpose components. On the other hand, in addition to the language use component, it can be said that the number of questions with acceptable competency in the realism of information and event components, although at low rates, is higher than the other components. Furthermore, compared to textbooks, the number of questions in CASEI with partial sufficient and sufficient competency for each component is higher. Highlights: The results of the study indicated curriculum resources in adequacy regarding contextual reality framework. The results discussed in detail, and suggestions were provided accordingly. Further research is required to gain a comprehensive understanding of the reflections of the inadequacies identified in this study on teachers and students. Additionally, intervention studies to enhance the contextual relevance levels of the problems will contribute to the existing literature on this topic. It is also recommended that research be conducted to examine the reflections of the competencies related to contextual realism in different curriculum resources.

 Purpose: The current study aims to investigate the realistic level of curriculum resources textbooks and national examinations in Turkey. DesignMethodologyApproach: Being qualitative in nature, the current study utilized the document analysis method to examine contextual reality aspects of curriculum resources. The source for this study comprises the centralized assessments for secondary education institutions CASEI implemented since 2018 and a middle school mathematics textbook. 749 content items 609 from textbooks and 140 from examinations were investigated in order to determine the realistic structure of the curriculum resources. In order to reveal the contextual reality level of mathematical problems, I have utilized a rubric including event, question, language use, existence of informationdata, realism of informationdata, specificity of informationdata, and affective purpose aspects. Findings: The results indicated that a significant portion more than 90 of the questions in textbooks and in exams remain at the poor-fit level. In contrast, the number of questions reaching the good-fit level in terms of contextual realism is quite limited, with only 3 items in textbooks and 4 items in CASEI. The results of the current study also reveal that some items from both sources fall into the stereotyped score level in terms of total score but are categorized as poor-fit contextual reality due to inadequacies in one or more core components of contextual realism. When evaluating the competency statuses of the contextual reality components in the CASEI and textbook questions, it is observed that the majority of questions are largely inadequate in components other than language use. In particular, the rate of inadequate problems is notably higher in the question, specificity of information, and affective purpose components. On the other hand, in addition to the language use component, it can be said that the number of questions with acceptable competency in the realism of information and event components, although at low rates, is higher than the other components. Furthermore, compared to textbooks, the number of questions in CASEI with partial sufficient and sufficient competency for each component is higher. Highlights: The results of the study indicated curriculum resources in adequacy regarding contextual reality framework. The results discussed in detail, and suggestions were provided accordingly. Further research is required to gain a comprehensive understanding of the reflections of the inadequacies identified in this study on teachers and students. Additionally, intervention studies to enhance the contextual relevance levels of the problems will contribute to the existing literature on this topic. It is also recommended that research be conducted to examine the reflections of the competencies related to contextual realism in different curriculum resources.

 Purpose: The current study aims to investigate the realistic level of curriculum resources textbooks and national examinations in Turkey. DesignMethodologyApproach: Being qualitative in nature, the current study utilized the document analysis method to examine contextual reality aspects of curriculum resources. The source for this study comprises the centralized assessments for secondary education institutions CASEI implemented since 2018 and a middle school mathematics textbook. 749 content items 609 from textbooks and 140 from examinations were investigated in order to determine the realistic structure of the curriculum resources. In order to reveal the contextual reality level of mathematical problems, I have utilized a rubric including event, question, language use, existence of informationdata, realism of informationdata, specificity of informationdata, and affective purpose aspects. Findings: The results indicated that a significant portion more than 90 of the questions in textbooks and in exams remain at the poor-fit level. In contrast, the number of questions reaching the good-fit level in terms of contextual realism is quite limited, with only 3 items in textbooks and 4 items in CASEI. The results of the current study also reveal that some items from both sources fall into the stereotyped score level in terms of total score but are categorized as poor-fit contextual reality due to inadequacies in one or more core components of contextual realism. When evaluating the competency statuses of the contextual reality components in the CASEI and textbook questions, it is observed that the majority of questions are largely inadequate in components other than language use. In particular, the rate of inadequate problems is notably higher in the question, specificity of information, and affective purpose components. On the other hand, in addition to the language use component, it can be said that the number of questions with acceptable competency in the realism of information and event components, although at low rates, is higher than the other components. Furthermore, compared to textbooks, the number of questions in CASEI with partial sufficient and sufficient competency for each component is higher. Highlights: The results of the study indicated curriculum resources in adequacy regarding contextual reality framework. The results discussed in detail, and suggestions were provided accordingly. Further research is required to gain a comprehensive understanding of the reflections of the inadequacies identified in this study on teachers and students. Additionally, intervention studies to enhance the contextual relevance levels of the problems will contribute to the existing literature on this topic. It is also recommended that research be conducted to examine the reflections of the competencies related to contextual realism in different curriculum resources.

 Çalışmanın amacı: Bu çalışma, Türkiyedeki müfredat kaynaklarının ders kitapları ve ulusal sınavlar gerçeklik düzeyini araştırmayı amaçlamaktadır. Materyal ve Yöntem: Nitel bir doğaya sahip olan mevcut araştırma, müfredat kaynaklarının bağlamsal gerçeklik durumlarını incelemek için doküman analizi yöntemini kullanmıştır. Bu çalışmanın kaynağını, 2018 yılından itibaren uygulanan ortaöğretim kurumları için merkezi sınavlar CASEI ve bir ortaokul matematik ders kitabı oluşturmaktadır. Müfredat kaynaklarının gerçeklik yapısını belirlemek amacıyla 749 içerik 609 ders kitabından ve 140 sınavdan incelenmiştir. Matematiksel problemlerin bağlamsal gerçeklik düzeyini ortaya koymak amacıyla, olay, soru, dil kullanımı, bilgiveri varlığı, bilgiveri gerçekçiliği, bilgiveri özgüllüğü ve duyuşsal amaç unsurlarını içeren bir rubrik kullanılmıştır. Bulgular: Sonuçlar, ders kitaplarındaki ve sınavlardaki soruların önemli bir bölümünün 90dan fazla düşük uyum seviyesinde kaldığını göstermektedir. Buna karşılık, bağlamsal gerçekçilik açısından iyi uyum seviyesine ulaşan soru sayısı oldukça sınırlıdır; ders kitaplarında yalnızca 3 ve CASEIde 4 soru bulunmaktadır. Mevcut çalışmanın sonuçları ayrıca her iki kaynaktan bazı maddelerin toplam puan açısından kalıplaşmış puan seviyesine ulaştığını, ancak bağlamsal gerçekliğin bir veya daha fazla temel bileşenindeki yetersizlikler nedeniyle düşük uyum seviyesinde kategorize edildiğini ortaya koymaktadır. CASEI ve ders kitabı sorularındaki bağlamsal gerçeklik bileşenlerinin yeterlilik durumları değerlendirildiğinde, dil kullanımı dışındaki bileşenlerde soruların büyük ölçüde yetersiz olduğu gözlemlenmiştir. Özellikle soru, bilgi özgüllüğü ve duyuşsal amaç bileşenlerinde yetersiz problem oranı dikkat çekici şekilde daha yüksektir. Öte yandan, dil kullanımı bileşenine ek olarak, düşük oranlarda da olsa bilgi gerçekçiliği ve olay bileşenlerinde kabul edilebilir yeterlilik düzeyine sahip soru sayısının diğer bileşenlere göre daha yüksek olduğu söylenebilir. Ayrıca, ders kitaplarına kıyasla CASEIde her bileşen için kısmen yeterli ve yeterli yeterliliğe sahip soru sayısı daha fazladır. Önemli Vurgular: Çalışmanın sonuçları, müfredat kaynaklarının bağlamsal gerçeklik çerçevesi açısından yetersiz olduğunu göstermiştir. Sonuçlar detaylı bir şekilde tartışılmış ve ilgili önerilerde bulunulmuştur. Bu çalışmada tespit edilen yetersizliklerin öğretmen ve öğrenciler üzerindeki yansımalarının kapsamlı bir şekilde anlaşılabilmesi için daha fazla araştırmaya ihtiyaç duyulmaktadır. Ayrıca, problemlerin bağlamsal uygunluk düzeylerini artırmaya yönelik müdahale çalışmaları bu konudaki mevcut alan yazınına katkı sağlayacaktır. Bağlamsal gerçekçilikle ilgili yeterliklerin farklı müfredat kaynaklarındaki yansımalarını inceleyen araştırmaların yapılması önerilmektedir.

Makale detayları

Investigating the contextual realism levels of the mathematics contents in curriculum resources in Türkiye

Yazarlar:

Semahat İncikabı

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 2, pp.276-285

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345722

pISSN:

2147-9844

Realistic mathematics education

Mathematics textbooks

Centralized exams

Curriculum resources

Contextual realityGerçekçi matematik eğitimi

Matematik ders kitapları

Merkezi Sınavlar

Müfredat kaynakları

Bağlamsal gerçeklik

Sayı

Makale detayları

Yazarlar: Semahat İncikabı

Yayıncı: Kastamonu University

Ana Başlıklar: Matematik Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.33 Issue 2, pp.276-285

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001345722

pISSN: 2147-9844

Sayı

Yazarlar:

Semahat İncikabı

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 2, pp.276-285

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001345722

pISSN:

2147-9844