The Levels of the Mathematical Potential of Mathematical Tasks in Secondary School 7th Grade Textbooks

Gülay Agaç; Mehmet Güzel; Mehmet Fatih Özmantar; Ali Bozkurt

Makale detayları

The Levels of the Mathematical Potential of Mathematical Tasks in Secondary School 7th Grade Textbooks

Yazarlar:

Gülay Agaç | Mehmet Güzel | Mehmet Fatih Özmantar | Ali Bozkurt

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.1235-1259

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302088

pISSN:

2602-2249

Anahtar kelimeler:

Özet:

 This study aims to examine the level of mathematical potential in the activities included in the 7th grade mathematics textbooks used in secondary schools. The study utilizes the document analysis method to achieve this objective. The dataset for the study comprises activities from two textbooks called Book A and B approved by the Ministry of National Education. A total of 36 activities from Book A and 13 activities from Book B were analyzed using deductive content analysis technique. The mathematical potential of the activities were examined based on three components: depth, mathematical focus, and complexity. Each component was assessed and scored at four levels: very low 0 points, low 1 point, medium 2 points, and high 3 points. The findings revealed that activities in both books received predominantly medium and high scores in terms of the depth component. However, activities in Book B scored higher than those in Book A in terms of the mathematical focus component. The results highlighted differences in the learning opportunities provided by the textbooks through the prescribed mathematical activities. It was observed that both books had significant deficiencies, particularly in the complexity component. Furthermore, even though activities in both books shared the same context, it was found that certain activities for the same gains had different score distributions in terms of the mathematical potential components. The findings underscore the need for improvement in the complexity aspect of the activities and highlight the variations in the mathematical potential across different textbooks, despite similar contexts.

 This study aims to examine the level of mathematical potential in the activities included in the 7th grade mathematics textbooks used in secondary schools. The study utilizes the document analysis method to achieve this objective. The dataset for the study comprises activities from two textbooks called Book A and B approved by the Ministry of National Education. A total of 36 activities from Book A and 13 activities from Book B were analyzed using deductive content analysis technique. The mathematical potential of the activities were examined based on three components: depth, mathematical focus, and complexity. Each component was assessed and scored at four levels: very low 0 points, low 1 point, medium 2 points, and high 3 points. The findings revealed that activities in both books received predominantly medium and high scores in terms of the depth component. However, activities in Book B scored higher than those in Book A in terms of the mathematical focus component. The results highlighted differences in the learning opportunities provided by the textbooks through the prescribed mathematical activities. It was observed that both books had significant deficiencies, particularly in the complexity component. Furthermore, even though activities in both books shared the same context, it was found that certain activities for the same gains had different score distributions in terms of the mathematical potential components. The findings underscore the need for improvement in the complexity aspect of the activities and highlight the variations in the mathematical potential across different textbooks, despite similar contexts.

 This study aims to examine the level of mathematical potential in the activities included in the 7th grade mathematics textbooks used in secondary schools. The study utilizes the document analysis method to achieve this objective. The dataset for the study comprises activities from two textbooks called Book A and B approved by the Ministry of National Education. A total of 36 activities from Book A and 13 activities from Book B were analyzed using deductive content analysis technique. The mathematical potential of the activities were examined based on three components: depth, mathematical focus, and complexity. Each component was assessed and scored at four levels: very low 0 points, low 1 point, medium 2 points, and high 3 points. The findings revealed that activities in both books received predominantly medium and high scores in terms of the depth component. However, activities in Book B scored higher than those in Book A in terms of the mathematical focus component. The results highlighted differences in the learning opportunities provided by the textbooks through the prescribed mathematical activities. It was observed that both books had significant deficiencies, particularly in the complexity component. Furthermore, even though activities in both books shared the same context, it was found that certain activities for the same gains had different score distributions in terms of the mathematical potential components. The findings underscore the need for improvement in the complexity aspect of the activities and highlight the variations in the mathematical potential across different textbooks, despite similar contexts.

 Bu çalışmada ortaokul 7. sınıf matematik ders kitaplarında yer verilen etkinliklerin matematiksel potansiyel düzeyleri incelenmiştir. Çalışmada doküman incelemesi yöntemi kullanılmıştır. Doküman olarak Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu MEB-TTK tarafından ders kitabı olarak okutulması için onay verilen iki kitap seçilmiştir. Bu kitaplar A ve B kitabı olarak isimlendirilmiştir. A kitabında 36 ve B kitabında ise 13 etkinliğe yer verilmiştir. Kitaplarda yer verilen etkinliklerin matematiksel potansiyel düzeyleri derinlik, matematiksel odak ve komplekslik bileşenlerine göre betimsel olarak analiz edilmiştir. Etkinlikler bu bileşenlerin her birine göre çok düşük 0 puan, düşük 1 puan, orta 2 puan ve yüksek 3 puan olmak üzere dört düzeye göre puanlanmıştır. Derinlik bileşeni kapsamında her iki kitapta yer verilen etkinliklerin ağırlıklı olarak orta ve yüksek puanlı etkinlikler olduğu gözlenmiştir. Matematiksel odak bileşeni kapsamında B kitabında yer verilen etkinliklerin A kitabındaki etkinliklere göre daha yüksek puanlı etkinlikler olduğu görülmüştür. Her iki kitapta da özellikle komplekslik bileşeni düzeyleri düşük çıkmıştır. Veri analizlerinden elde edilen bulgular incelenen her iki ders kitabında yer verilen etkinliklerin matematiksel potansiyel bileşenleri kapsamında farklı öğrenme fırsatları sunduklarını göstermiştir. Ayrıca her iki kitapta yer verilen ve aynı kazanıma yönelik olan bazı etkinliklerin aynı bağlama sahip olmalarına rağmen matematiksel potansiyel bileşenleri özelinde farklı puan dağılımlarına sahip olabildikleri görülmüştür.

Makale detayları

The Levels of the Mathematical Potential of Mathematical Tasks in Secondary School 7th Grade Textbooks

Yazarlar:

Gülay Agaç | Mehmet Güzel | Mehmet Fatih Özmantar | Ali Bozkurt

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.1235-1259

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302088

pISSN:

2602-2249

Mathematical activities

mathematical potential

evaluation

textbook examinationMatematiksel etkinlik

matematiksel potansiyel

değerlendirme

kitap inceleme

Sayı

Makale detayları

Yazarlar: Gülay Agaç | Mehmet Güzel | Mehmet Fatih Özmantar | Ali Bozkurt

Yayıncı: Anadolu University

Ana Başlıklar: Studies on Education

Dergi: Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.1235-1259

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302088

pISSN: 2602-2249

Sayı

Yazarlar:

Gülay Agaç | Mehmet Güzel | Mehmet Fatih Özmantar | Ali Bozkurt

Yayıncı:

Anadolu University

Ana Başlıklar:

Studies on Education

Dergi:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.1235-1259

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302088

pISSN:

2602-2249