Mathematical Values In Turkish High School Mathematics Textbooks

Yıl 2022, , 1 - 13, 30.06.2022

Damla Bakırcı , Abdullah Biber

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

Öz

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.

Mathematical Values in Turkish High School Mathematics Textbooks

Öz

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.

Anahtar Kelimeler

Mathematical values, mathematics textbooks, high school, Turkey

Kaynakça

• Altun, M. (2008). İlköğretim ikinci kademe (6., 7. ve 8. sınıflarda) matematik öğretimi [Teaching mathematics in the second grade of primary education (6th, 7th and 8th grades)]. Aktüel Yayınları: Bursa.
• Amit, M., & Fried, M. N. (2002). Research, reform, and times of change. Handbook of international research in mathematics education, 355-381.
• Aplin, N., & Saunders, J. (1996). Values and value priorities of Singaporean and Australian swimmers [Online]. Australian Association for Research in Education.
• Bishop, A. J. (1991). The values of mathematical culture. Mathematical Enculturation: A culturel perspective on mathematics education. Netherlands: Kluwer Academic Publishers.
• Bishop, A. J. (1996). How should mathematics teaching in modern societies relate to cultural values some preliminary questions. In seventh Southeast Asian conference on mathematics education, Hanoi, Vietnam (Vol. 32).
• Bishop, A., FitzSimons, G., Seah, W. T. & Clarkson, P. (1999). Values in mathematics education: making values teaching explicit in the mathematics classroom. Paper Presented at the Combined Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education. Melbourne, Australia.
• Bishop, A. J. (2001). What values do you teach when you teach mathematics? Teaching Children Mathematics, 7(6), 346-349.
• Bishop, A., Seah, W. T., & Chin, C. (2003). Values in mathematics teaching—The hidden persuaders?. In Second international handbook of mathematics education (pp. 717-765). Springer, Dordrecht.
• Bishop, A. J. (2008). Teachers’ mathematical values for developing mathematical thinking in classrooms: Theory, research and policy. The Mathematics Educator, 11(1/2), 79-88.
• Cao, Z., Seah, W. T., & Bishop, A. J. (2006). A comparison of mathematical values conveyed in mathematics textbooks in China and Australia. In Mathematics education in different cultural traditions-a comparative study of East Asia and the West (pp. 483-493). Springer, Boston, MA.
• Cardno, C., Rosales-Anderson, N., & McDonald, M. (2017). Documentary analysis hui: an emergent bricolage method for culturally responsive qualitative research. MAI Journal 6(2), 143-152. s.146.
• Çepni, S. (2014). Araştırma ve Proje Çalışmalarına Giriş, 1. Baskı [Introduction to Research and Project Studies, 1st Edition]. Trabzon: Şeçkin Yayıncılık.
• Cockcroft, W. H. (1982). Mathematics Counts: The Committee Inquiry into the Teaching of Mathematics in Primary, Secondary Schools in England and Wales. London: DES/HMSO.
• Corrigan, D. J., Gunstone, R. F., Bishop, A. J., & Clarke, B. (2004). Values in science and mathematics education; mapping the relationships between pedagogical practices and student outcomes. Summer School of the European Science Educational Research Association, Mulheim, Germany.
• Dede, Y. (2006a). Mathematical values conveyed by high school Mathematics textbooks. Educational Science: Theory & Practice, 6(1), 118-132.
• Dede, Y. (2006b). Mathematics educational values of college students’towards function concept. Eurasia Journal of Mathematics Science and Technology Education, 2(1), 82-102.
• Durmuş S. (2004). Matematik eğitiminde değerler üzerine bir deneme[An essay on values in mathematics education], Değerler Eğitimi Dergisi, 2 (7- 8), 65-79.
• Dollah, M.U., Widjaja, W., Bin Md Zabit, M.N., Zachariah, T.Z. (2019). A Comparison of Values of Progress Conveyed in Mathematics Textbook in Malaysia and Australia. International Journal of Social Science, 9 (2), 179-188.
• Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French, and German classrooms: who gets an opportunity to learn what? British Educational Research Journal, 28(4), 567- 590.
• Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological bulletin, 76(5), 378.
• Gordis L. (2014). Epidemiology. Fifth Edition, Elsevier Saunders Inc., 2014, 107-10.
• Issitt, J. (2004). Reflections on the study of textbooks. History of Education, 33(6), 683-696.
• İnan, C. (2006). Matematik öğretiminde materyal geliştirme ve kullanımı[Material development and use in mathematics teaching]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 7, 47–56.
• Kutluca, T., & Akın, M. F. (2013). Somut materyallerle matematik öğretimi: dört kefeli cebir terazisi kullanımı üzerine nitel bir çalışma[Teaching mathematics with concrete materials: a qualitative study on the use of algebraic scales with four scales]. Türk Bilgisayar ve Matematik Eğitimi Dergisi, 4(1).
• Landis, J. R., & Koch, G. G. The measurement of observer agreement for categorical data. Biometrics 1977; 33: 159-74. Journal of Manipulative and Physiological Therapeutics Neuropathic Pain Screening Tools, 35(3).
• Johansson, M. (2003). Textbooks in mathematics education: a study of textbooks as the potentially implemented curriculum. Doctoral dissertation. Lulea University of Technology. Sweden.
• Lee, M. J., & Cockman, M. (1995). Values in children's sport: Spontaneously expressed values among young athletes. International Review for the Sociology of Sport, 30, 337-350.
• O’leary, Z. (2004). The essential guide to doing research. London: Sage Publications Ltd. s.177.
• Özenç, A. (2019). Ortaokul matematik ders kitaplarında yer alan matematiksel değerlerin ve matematik eğitimi değerlerinin incelenmesi. Yüksek Lisans Tezi, Dicle Üniversitesi Eğitim Bilimleri Enstitüsü. Diyarbakır.
• Pepin, B. (1999). Epistemologies, beliefs and conceptions of mathematics teaching and learning: The theory, and what is manifested in mathematics teachers' work in England, France and Germany. TNTEE Publications, 2(1), 127-146.
• Seah, W. T., & Bishop, A. J. (1999). Values, Mathematıcs And Socıety: Makıng The Connectıons.
• Seah, W. T., & Bishop, A. J. (2000). Values in mathematics textbooks: A view through two Australasian regions. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
• Siahaan, U. M. J. (2020). Values of matematics: How implementation of values of mathematics in school. American Journal of Education and Information Technology, 4(1), 1.
• Silvia, P. J. (2006). Exploring the psychology of interest. Oxford University Press.
• Tapsir, R., Pa, N.A.N. and Zamri, S.N.A.B.S. (2018). Reliability and validity of the instrument measuring values in mathematics classrooms. Malaysian Online Journal of Educational Sciences, 6(2), 37-47.
• Tavşancıl, E. (2002). Measurement of Aptitudes and Data Analysis with SPSS. Nobel Publications. Ankara.
• TDK, (2020). Büyük türkçe sözlük, http://tdkterim.gov.tr/bts/?kategori=ver ilst&kelime=değer&ayn=tam.
• Yanpar, T., Yıldırım, S. (1999). Öğretim teknolojileri ve materyal geliştirme[Instructional technologies and material development]. Ankara: Anı Yayıncılık.
• Yıldız, M. (2019). Ortaokul matematik ders kitaplarındaki metin ve görsellerin değerler açısından incelenmesi. Yayınlanmamış Yüksek Lisans Tezi[Examination of texts and visuals in secondary school mathematics textbooks in terms of values. Unpublished Master Thesis], Bülent Ecevit Üniversitesi Fen Bilimleri Enstitüsü, Zonguldak.
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences.]. Ankara: Seçkin Yayıncılık.