Investigation of problem-posing activities in 5-th grade mathematics textbooks used in 2003-2022 in Turkey

Date

2023-9

Author

Erdil, Kadriye Nilay

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This study aims to investigate problem posing activities in 5th-grade mathematic textbooks published by MoNE in Turkey between 2003 and 2022. This study used content analysis, one of the qualitative data analysis techniques, to analyze mathematics textbooks. When the textbooks between 2003 and 2022, which are the source of this study, were analyzed, it was seen that 5 different textbooks were used in 5 different periods, which are 2003-2004, 2005-2009, 2010-2012, 2013- 2016, and 2017-2022. It was also observed that workbooks were used in addition to textbooks in the 2005-2009 and 2010-2012 time periods. As a result, in this study, problem-posing activities in seven 5th -grade mathematics textbooks, which are five textbooks and two workbooks used from 2003 to 2022, were analyzed. The problem-posing activities in the textbooks were analyzed in terms of three components: according to the learning area and type of problem-posing, according to their sections in the textbooks, and according to their connection. The framework developed by Ev Çimen and Yıldız (2017), based on Stoyanova and Ellerton (1996), was used to analyze problem-posing activity types. For the sections of the problem-posing activities in the textbooks, it was considered where the activity was located in the textbook. In addition, for the analysis of the activities in terms of their connection, it was considered whether they had a relationship with mathematics, real life, or other disciplines and whether they contain "core values" in the middle school curriculum. As a result of the study, it was observed that while the mathematics textbooks used between 2010-2012 had the highest number of problem-posing activities, the mathematics textbooks used between 2017-2022 had the lowest number of problem-posing activities. It was concluded that there were not enough problem posing activities in any mathematics textbooks used between 2003 and 2022. In addition, they did not have a balanced distribution regarding problem-posing type, sections, and connection. Considering the importance of problem-posing for mathematics teaching, this study concludes with the recommendation that a more and balanced variety of problem-posing activities should be included in textbooks.

Subject Keywords

Textbook, Problem Posing, Types of Problem-Posing Activity, Sections, Connection

URI

https://hdl.handle.net/11511/105519

Collections

Graduate School of Natural and Applied Sciences, Thesis