Real-Life Contextualization in the Geometric Shapes Unit of Fifth Grade Mathematics Textbooks: An Analytical Study

Year 2025, Volume: 12 Issue: 2, 139 - 162, 04.01.2026

Şevval İşözen , Ahmet Kaçar

https://doi.org/10.59409/ojer.1824447

Abstract

Students often perceive mathematics as a challenging subject, which can contribute to the development of negative attitudes toward the course. One reason for this negativity is that textbooks are often disconnected from students' everyday experiences. Previous studies emphasize that textbooks should not only align with the curriculum but also be organized in a way that engages students' interest. Approaches that support learning through real-life connections further highlight this necessity. However, existing research indicates that mathematics textbooks often fail to incorporate real-life contexts sufficiently (Bingölbali & Özdiner, 2022). With the implementation of the Turkey Century Maarif Model in the 2024–2025 academic year, textbooks were revised to bridge the gap between theoretical knowledge and daily life. Within this framework, the present study examines the extent to which the "Geometric Shapes" unit of the fifth-grade mathematics textbook, prepared in accordance with the 2024–2025 Turkey Century Maarif Model, incorporates real-life contexts. Specifically, the study examines the degree to which concepts, problems, and activities in the unit are related to everyday life. The research employed a qualitative research design, utilizing document analysis as the primary data source, with the fifth-grade mathematics textbook published by the Ministry of National Education serving as the basis for the study (Albayrak et al., 2024). Applying Gainsburg’s (2008) analytical framework, a total of 118 items were examined, of which 77 were not connected to real-life contexts, while 41 demonstrated various forms of contextualization. These connections were categorized as simple analogies, mathematical modeling, and examination of real data, classical problems, applied demonstrations, and discussions of mathematics in society. The findings reveal that the use of real-life contexts is limited, indicating that although the textbook demonstrates some alignment with the principles of life-based learning, it does not fully adhere to the intended approach.Accordingly, the aim of this study is to examine the level of real-life integration in the concepts, problems, and activities featured in the “Geometric Shapes” theme of the 5th-grade mathematics textbook. The research was conducted through document analysis within the framework of qualitative research methods, and the data source consisted of the 5th-grade mathematics textbook published by the Ministry of National Education. Based on Gainsburg’s (2008) analytical framework, a total of 118 items were examined, revealing that 77 contained no real-life connections, whereas 41 included various types of real-life integration. These connections were categorized as simple analogies, mathematical modeling of real events, examination of real data, classical problems, applied demonstrations for mathematical concepts, and discussions of mathematics in society. The findings indicate that real-life contexts are used to a limited extent and that, although beginning to emerge, the textbook is not yet fully aligned with the life-based learning approach envisioned in the new model.

Keywords

Mathematics education , textbook analysis , real-life context , geometric shapes , Century of Türkiye Maarif Model

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