Transitions Among The Representations in The Middle School Mathematics Textbooks

Semahat İNCİKABI, Abdullah Çağrı BİBER

Abstract


The purpose of this study is to identify the types of representation used in the middle school mathematics textbooks and to establish associations among representation types. This research is a qualitative research and document analysis method is used to analyze the representation types in secondary school mathematics textbooks. In this study, mathematics textbooks were examined by considering verbal, algebraic, model, table, graphic and real life representations. In the study, the activities in the textbooks, prepared by the MoNE commission and used in the academic year of 2015-2016, the solutions given in the book and the questions to be solved were analyzed. During the coding process of the data, two researchers working independently were involved. According to research findings, the transition between representations in textbooks was mostly realized among algebraic, verbal, model and open representations. It is striking that the other pairings remain at very low rates.


Keywords


multiple representations; mathematics textbooks;middle school mathematics education;

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DOI: https://doi.org/10.24106/kefdergi.415690

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