Values of Mathematics Education In Turkish High School Mathematics Textbooks

Öz

The purpose of this study is to examine how mathematics education values are included in Turkish high school mathematics textbooks. Mathematics education values describe the learning and teaching processes of mathematics. Mathematics education values are considered as five complementary pairs: formalistic view-activist view, operational understanding-relational understanding, relevance-theoretical knowledge, accessibility-special, and evaluating-reasoning. Document analysis method was used in the research. The sample of the study was determined examples in the mathematics textbooks used in high schools in the 2019-2020 academic year. A total of 2175 questions were examined within the scope of the research. Content analysis was used in the analysis of qualitative data, and the obtained data were classified as mathematical value pairs. Accordingly, it was found that values of formalistic view, theoretical knowledge, operational understanding, evaluating, and accessibility were emphasized more than complementary values in the studied books. Accordingly, considering the importance of mathematics education values for mathematics textbooks, it may be advisable to pay attention to the balanced distribution of these complementary value pairs in textbooks.

Anahtar Kelimeler

• mathematics education values
• mathematics textbooks
• Turkey.

Kaynakça

1. 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.
2. Amit, M., & Fried, M. N. (2002). Research, reform, and times of change. Handbook of international research in mathematics education, 355-381.
3. Baki, A. (2014). Kuramdan uygulamaya matematik eğitimi: matematik felsefesi, matematik tarihi, özel öğretim yöntemleri, ölçme ve değerlendirme [Mathematics education from theory to practice: philosophy of mathematics, history of mathematics, special teaching methods, measurement and evaluation]. Harf Yayınları.
4. Bilda, W. (2016). Pendidikan karakter terencana melalui pembelajaran matematika. AlphaMath: Journal of Mathematics Education, 2(1).
5. 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).
6. 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.
7. 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.
8. Çepni, S. (2014). Araştırma ve Proje Çalışmalarına Giriş, 1. Baskı [Introduction to Research and Project Studies, 1st Edition]. Trabzon: Şeçkin Yayıncılık.

9. Dede, Y. (2006). Mathematical values conveyed by high school Mathematics textbooks. Educational Science: Theory & Practice, 6(1), 118-132.
10. Dede, Y. (2009). Turkish preservice mathematics teachers ‟mathematical values: Positivist and constructivist values. Scientific Research and Essays, 4(11), 1229-1235.
11. Doruk, B. K. (2012). Değer eğitimi için kullanışlı bir araç olarak matematiksel modelleme etkinlikleri. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(2).
12. Durmuş, S., Bıçak, B., & Çakır, S. (2008). Fen ve teknoloji, matematik ve sınıf öğretmenlerinin sahip oldukları matematik ve matematik eğitimi değerlerinin farklı değişkenler açısından incelenmesi. Değerler Eğitimi Dergisi, 6 (16), 93-112.
13. Ernest, P. (2008). Epistemology plus values equal classroom image of mathematics. Philosophy of Mathematics Education Journal, 23, 1-12.
14. FitzSimons, G. E., Bishop, A. J., Seah, W. T., & Clarkson, P. C. (2001a). Values portrayed by mathematics teachers. A mathematical odyssey, 403-410.
15. Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378.
16. Gordis L. (2014). Epidemiology. Fifth Edition, Elsevier Saunders Inc., 2014, 107-10.
17. Gunstone, D., Bishop, A. J., Corrigan, D. and Clarke, B. (2007). Values in mathematics and science education. For the Learning of Mathematics, FLM Publishing Association, Edmonton, Alberta, Canada, 26(1), 7-11.
18. 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.
19. Hare, A. Y. M. (1999). Revealing What Urban Early Childhood Teachers Think About Mathematics And How They Teach İt: Implications For Practice. Doctoral dissertation, University of North Texas. Amerika.
20. Issitt, J. (2004). Reflections on the study of textbooks. History of Education, 33(6), 683-696.
21. İşleyen, T., & Işık, A. (2003). Conceptual and procedural learning in mathematics. Journal of The Korea Society of Mathematical Education Series D: Research in Mathematical Education, 7(2), 91–99.
22. Johansson, M. (2003). Textbooks in mathematics education: a study of textbooks as the potentially implemented curriculum. Doctoral dissertation. Lulea University of Technology. Sweden.
23. Kartasasmita, Bana G., & Wahyudin, (2014). Sejarah dan Filsafat Matematika. In: Matematika pada Awal Peradaban Manusia I. Universitas Terbuka, Jakarta, pp. 1-47. ISBN 9789790115743.
24. Kirez, B. (2018). Öğrenci, öğretmen ve öğretim programı açısından matematik eğitimi değerlerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi [Examination of mathematics education values in terms of students, teachers and curriculum. Unpublished Master's Thesis], Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
25. National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. National Academies Press.
26. O’leary, Z. (2004). The essential guide to doing research. London: Sage Publications Ltd. s.177.
27. Özenç, A. (2019). Ortaokul matematik ders kitaplarında yer alan matematiksel değerlerin ve matematik eğitimi değerlerinin incelenmesi. Yüksek Lisans Tezi [Examination of mathematical values and mathematics education values in middle school mathematics textbooks. Master Thesis], Dicle Üniversitesi Eğitim Bilimleri Enstitüsü. Diyarbakır.
28. Özmen, H., & Karamustafaoğlu, O. (2019). Eğitimde araştırma yöntemleri. Ankara: Pegem Akademi.
29. Panal, A. (2013). Öğrencilerin duyuşsal özelliklerinin matematik başarısına etkisi. Millî Eğitim Bakanlığı Ölçme Değerlendirme ve Sınav Hizmetleri Genel Müdürlüğü Veri Analizi, İzleme ve Değerlendirme Daire Başkanlığı[Ministry of National Education],13.
30. Peng, A., & Nyroos, M. (2012). Values in effective mathematics lessons in Sweden: What do they tell us? The Mathematics Enthusiast, 9(3), 409-430.
31. Sam, L., & Ernest, P. (1997). Values in mathematics education: what is planned and what is espoused?. British Society for Research into Learning Mathematics, 37.
32. Seah, W. T. (2000). What values the mathematics textbook also teaches. Vinculum, 37(3), 24.
33. Seah, W. T. (2004). The Negotiating of Perceived Value Differences by Immigrant Teachers of Mathematics in Australia. Doctoral dissertation, Monash University. Australia.
34. Seah, W. T. (2007). Qualities co-valued in effective mathematics lessons in Australia: preliminary findings. In Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168).
35. Seah, W. T., Andersson, A., Bishop, A. J., & Clarkson, P. (2016). What would the mathematics curriculum look like if values were the focus? For the Learning of Mathematics, 36(1), 14–20.
36. 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.
37. Seah, W. T., & Bishop, A. J. (2002). Values, mathematics, and society: Making the connections. Valuing mathematics in society, 105-113.
38. Singh, P., Yusoff, N. M., & Hoon, T. S. (2020). Content Analysis of Primary School Mathematics Textbooks and Its Relationship with Pupils Achievement. Asian Journal of University Education, 16(2), 15-25.
39. Skemp, R. R. (1978). Relational understanding and instrumental understanding', Arithmetic Teacher, 26, 9-15.
40. Umay, A. (2003). Matematiksel muhakeme yeteneği [Mathematical reasoning ability]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24: 234-243.
41. Uysal, F., & Dede, Y. (2016). Mathematics anxiety and beliefs of Turkish pre-service elementary teachers. EURASIA Journal of Mathematics, Science and Technology Education, 12(8), 2171-2186.
42. Yaprakgül, S. (2019). Ortaöğretime Geçiş Sınavları (Teog, Lgs) İle Pısa, Tımss Sınavları Matematik Sorularının Matematiksel Ve Matematik Eğitimi Değerleri Açısından İncelenmesi. Yayımlanmamış Yüksek Lisans Tezi). Erzincan Binali Yıldırım Üniversitesi Fen Bilimleri Enstitüsü, Erzincan.
43. Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences.]. Ankara: Seçkin Yayıncılık.
44. Zhang, Q., Barkatsas, T., Law, H. Y., Leu, Y. C., Seah, W. T., & Wong, N. Y. (2016). What primary students in the Chinese Mainland, Hong Kong and Taiwan value in mathematics learning: A comparative analysis. International Journal of Science and Mathematics Education, 14(5), 907-924.