Analysis of secondary school mathematics textbooks in the context of digital competence

Abstract

In today's world, where digitalization is inevitable and necessary, it is extremely important to raise individuals with digital competence. For this reason, it is of great importance that textbooks, which are important instruments of the education environment, are prepared in a way that contributes to digital competence skills. The aim of the study carried out in this context is to determine to what extent digital competence is included in secondary school mathematics textbooks. Document analysis, one of the qualitative research methods, was used in the study. The documents of the study consist of eight secondary school mathematics textbooks belonging to different publishers and being taught in public schools in the 2022-2023 academic year. The documents determined within the scope of the research were analyzed with the content analysis technique using a technology-supported qualitative data analysis software. The analysis of the data was based on the content, learning areas, and DigComp 2.2 framework that included digital competence. The results obtained from the study show that textbooks generally do not pay much attention to DigComp dimensions, more digital competence is included in the textbooks of MoNE Publications compared to the textbooks of other publishers, but in general, the concept of digital competence, which has an important place in the curriculum, is not sufficiently included in secondary school mathematics textbooks. In line with the results obtained from the study, suggestions were made to textbook authors and researchers.

Keywords

• Digital competence
• mathematics education
• textbooks
• secondary school

References

1. Akbulut, B. (2018). Ortaokul ve imam hatip ortaokulu 7. sınıf matematik ders kitabı. Berkay Yayınları.
2. Ananiadou, K., & Claro, M. (2009). 21st century skills and competencies for new millennium learners in OECD countries. OECD Education Working Papers No. 41. OECD. http://dx.doi.org/10.1787/218525261154
3. Arslan, E. (2022). Nitel araştırmalarda geçerlilik ve güvenilirlik. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 51, 395-407. https://doi.org/10.30794/pausbed.1116878
4. Aura, I., Järvelä, S., Hassan, L., & Hamari, J. (2023). Role-play experience’s effect on students’ 21st century skills propensity. The Journal of Educational Research, 116(3), 159-170. https://doi.org/10.1080/00220671.2023.2227596
5. Aydın, E. & Erenkuş, M. A. (2019). Ortaokul ve imam hatip ortaokulu 6. sınıf matematik ders kitabı. Koza Yayınları.
6. Batz, V., Lipowski, I., Klaba, F., Engel, N., Weiß, V., Hansen, C., & Herzog, M. A. (2021, November). The digital competence of vocational education teachers and of learners with and without cognitive disabilities. In International Symposium on Emerging Technologies for Education (pp. 190-206). Springer International Publishing.
7. Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education : An introduction to theories and methods (5th ed.). Pearson.
8. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.

9. Böge, H., Akıllı, R. (2021). Ortaokul ve imam hatip ortaokulu 8. sınıf matematik ders kitabı. MEB Yayınları.
10. Cabezas-González, M., Casillas-Martín, S., & García-Valcárcel Muñoz-Repiso, A. (2023). Theoretical models explaining the level of digital competence in students. Computers, 12(5), 100. https://doi.org/10.3390/computers12050100
11. Cansoy, R. (2018). Uluslararası çerçevelere göre 21. yüzyıl becerileri ve eğitim sisteminde kazandırılması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(4), 3112-3134. https://doi.org/10.15869/itobiad.494286
12. Cırıtcı, H., Gönen, İ, Araç, D., Özarslan, M., Pekcan, N., & Şahin, M. (2018). Ortaokul ve imam hatip ortaokulu 5. sınıf matematik ders kitabı. MEB Yayınları.
13. Corbin, J. & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage.
14. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
15. Coşkunserçe, O., & Aydoğdu, Ş. (2022). Investigating the digital skills of undergraduate students in terms of various variables. Journal of Educational Technology and Online Learning, 5(4), 1219-1237. https://doi.org/10.31681/jetol.1151461
16. Çağlayan, N., Dağıstan, A., & Korkmaz, B. (2021). Ortaokul ve imam hatip ortaokulu 6. sınıf matematik ders kitabı. MEB Yayınları
17. Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321. https://doi.org/10.1080/07399339209516006
18. Ekmen, C., & Bakar, E. (2018). Digital competencies in the curriculum and textbooks of primary education. National Education, 221, 5-35.
19. Erdin, Y. & Uzun, L. (2022). An in-depth look into perceived technology proficiency of Turkish teachers of English and their technology practices. Journal of Educational Technology and Online Learning, 5(1), 169-189. https://doi.org/10.31681/jetol.990908
20. Erenkuş, M.A., & Eren Savaşkan, D. (2019). Ortaokul ve imam hatip ortaokulu 8. sınıf matematik ders kitabı. Koza Yayınları.
21. European Commission, Directorate-General for Education, Youth, Sport and Culture, (2019). Key competences for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540
22. European Commission. (2020). Digital education action plan 2021-2027: Resetting education and training for the digital age. https://education.ec.europa.eu/sites/default/files/document-library-docs/deap-communication-sept2020_en.pdf
23. Flick, U. (2009). An introduction to qualitative research (4th ed.). Sage.
24. Finnish National Board of Education [FNBE] (2014). Finnish national core curriculum for basic education. https://www.oph.fi/en/education-and-qualifications/national-core-curriculum-basic-education
25. Geisinger, K. F. (2016). 21st-century Skills: What Are They and How Do We Assess Them? Applied Measurement in Education, 29(4). 245-249. https://doi.org/10.1080/08957347.2016.1209207
26. Goodman-Deane, J., Bradley, M., & Clarkson, P. J. (2020). Digital technology competence and experience in the UK population: Who can do what. Published Online, Contemporary Ergonomics & Human Factors, 9 April 2020. Retrieved from https://publications.ergonomics.org.uk/uploads/Digital-technology-competence-and-experience-in-the-UK-population-who-can-do-what.pdf (accessed on 26 June 2023).
27. Gordon, J., Halász, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., ... & Wiśniewski, J. (2009). Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education. CASE Network Reports, (87).
28. Göksülük, G. (2022). Ortaokul ve imam hatip ortaokulu 5. sınıf matematik ders kitabı. Özgün Yayınları.
29. Guillén-Gámez, F. D., Mayorga-Fernández, M. J., & Contreras-Rosado, J. A. (2021). Incidence of gender in the digital competence of higher education teachers in research work: Analysis with descriptive and comparative methods. Education Sciences, 11(3), 98. https://doi.org/10.3390/educsci11030098
30. Halis, İ. (2002). Öğretim teknolojileri ve materyal geliştirme. Nobel Yayınları.
31. Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and information technologies, 21, 655-679.
32. Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
33. Karataş, Z. (2017). Paradigm transformation in social sciences research: rise of qualitative approach. Turkish Journal of Social Work Research, 1(1), 68-86.
34. Kayhan, E., Altun, S., & Gürol, M. (2019). Sekizinci sınıf Türkçe öğretim programı (2018)’nın 21. yüzyıl becerileri açısından değerlendirilmesi. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 10(2), 20-35.
35. Keskin Oğan, A., & Öztürk, S. (2021). Ortaokul ve imam hatip ortaokulu 7. sınıf matematik ders kitabı. MEB Yayınları.
36. Krefting, L. (1991). Rigor in qualitative research: the assessment of trustworthiness. The American Journal of Occupational Therapy, 45(3), 214-222.
37. Kurudayıoğlu, M., & Soysal, T. (2020). 2018 Türkçe dersi öğretim programı'nın dijital yetkinlik bakımından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 54, 184-199.
38. Mogalakwe, M. (2006). The use of documentary research methods in social research. African Sociological Review, 10(1), 221-230.
39. Merriam, S. B. (2009). Qualitative research. A guide to design and implementation. John Wiley-Sons.
40. Mertens, D. M. (2010). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage.
41. Miettinen, R. (2022). 21st-century competencies: The OECD as a reformer of the language of education. Contemporary Educational Research Quarterly Journal, 2022(9), 39-63. https://doi.org/10.6151/CERQ.202209_30(3).0002
42. National Research Council [NRC] (2011). Assessing 21st century skills: Summary of a workshop. National Academies Press. https://doi.org/10.17226/13215
43. Mersin, N., & Karabörk, M. A. (2021). The comparison of math textbooks in Turkey and Singapore in terms of technology integration. International Journal of Curriculum and Instruction, 13(1), 552-573.
44. Olofsson, A. D., Lindberg, J. O., Young Pedersen, A., Arstorp, A. T., Dalsgaard, C., Einum, E., ... & Willermark, S. (2021). Digital competence across boundaries-beyond a common Nordic model of the digitalization of K-12 schools?. Education Inquiry, 12(4), 317-328. https://doi.org/10.1080/20004508.2021.1976454
45. Organisation for Economic Co-Operation and Development [OECD] (2018). The Future of Education and Skills: Education 2030 Position Paper. http://www.oecd.org/education/2030-project/about/documents/E2030%20Position%20Paper%20(05.04.2018).pdf
46. Organisation for Economic Co-Operation and Development [OECD] (2021). Digital government: Progress towards digital competence and maturity, in Government at a Glance 2021. OECD Publishing. https://doi.org/10.1787/2bed4623-en
47. Partnership for 21st Century Learning [P21] (2019). Framework for 21st century learning. https://www.battelleforkids.org/networks/p21/frameworks-resources.
48. Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage.
49. Ranta, M., Kruskopf, M., Kortesalmi, M., Kalmi, P., & Lonka, K. (2022). Entrepreneurship as a neglected pitfall in future Finnish teachers’ readiness to teach 21st century competencies and financial literacy: Expectancies, values, and capability. Education Sciences, 12(7), 463. https://doi.org/10.3390/educsci12070463
50. Shidiq, A. S., & Yamtinah, S. (2019, February). Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills. In Journal of Physics: Conference Series (Vol. 1157, No. 4, p. 042014). IOP Publishing.
51. Şimşek, Ş. (2022). Türkçe ders kitaplarında dijital yetkinlik. Turkish Studies - Education, 17(3), 469484. https://dx.doi.org/10.7827/TurkishStudies.57919
52. Tindowen, D. J. C., Bassig, J. M., & Cagurangan, J. A. (2017). Twenty-first-century skills of alternative learning system learners. Sage Open, 7(3), https://doi.org/10.1177/2158244017726116
53. Tømte, C. E. (2015). Educating teachers for the new millennium? Teacher training, ICT and digital competence. Nordic Journal Of Digital Literacy, 10(Jubileumsnummer), 138-154. https://doi.org/10.18261/ISSN1891-943X-2015-Jubileumsnummer-10
54. Uğur, Ü.E., & Sungur, S. (2021) Middle school students’ perceptions about twenty-first-century learning practices in science classes: A multidimensional approach. Hacet. Univ. J. Educ., 36, 186–200. https://doi.org/10.16986/huje.2020058877
55. Undheim, M., & Ploog, M. (2023). Digital competence and digital technology: A curriculum analysis of Norwegian early childhood teacher education. Scandinavian Journal of Educational Research, 1-16. https://doi.org/10.1080/00313831.2023.2204109
56. Üredi, L., & Ulum, H. (2020). İlkokul matematik ders kitaplarında bulunan ünite değerlendirme sorularının yenilenmiş Bloom taksonomisine göre incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 432-447. https://doi.org/10.17860/mersinefd.693392
57. Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010
58. Voogt, J., & Pareja Roblin, N. (2010). 21st century skills: Discussion paper. Enschede: University of Twente.
59. Vuorikari, R., Kluzer, S., & Punie, Y., (2022). DigComp 2.2: The digital competence framework for citizens - with new examples of knowledge, skills and attitudes, EUR 31006 EN, Publications Office of the European Union, Luxembourg. ISBN 978-92-76-48882-8. https://doi:10.2760/115376
60. Yıldırım. A. & Şimşek. H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin.
61. Zhao, Y., Llorente, A. M. P., & Gómez, M. C. S. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, 104212. https://doi.org/10.1016%2Fj.compedu.2021.104212