A content analysis of mathematics textbooks from Singapore and Türkiye using anthropological theory of didactics: the function concept

Date

2025-6

Author

Aydoğan, Halime

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Understanding how core mathematical concepts, such as functions, are introduced in mathematics textbooks is crucial for uncovering the possible reasons for differences between students' mathematics achievement by observing diverse educational approaches. Functions form a foundation for algebraic thinking and have an essential role for advanced topics in mathematics and sciences at high school and college levels. As there exists a global variation in educational systems, the diffusion of knowledge may differ between countries. Thus, this study aims to examine how Singapore and Türkiye introduce the concept of function for the first time through their mathematics textbooks and why their approaches differ. In light of the Anthropological Theory of Didactics (ATD) framework, this study highlights the commonalities and differences to understand the potential impact on students' comprehension of functions using qualitative content analysis methodology. The comparative approach reveals that the didactic and mathematical praxeologies generally differ in the textbooks because they consider the function concept in different views and also, they utilize different components in the presentation and organization of the sector. Although 21 mathematical tasks are found in each textbook, their types, techniques, and logos vary due to the different didactical structures of the textbooks. As a result, the instructional approaches of the textbooks regarding the function concept are affected by the construction of the function concept and related topics and presentation and organization ways in the textbooks.

Subject Keywords

Function Concept, Anthropological Theory of Didactics, Textbook Analysis, International Comparison

URI

https://hdl.handle.net/11511/115203

Collections

Graduate School of Natural and Applied Sciences, Thesis