Ortaokul Matematik Ders Kitaplarında Yer Alan Görevlerin Çözüm Stratejileri Açısından İncelenmesi

Abstract

The purpose of this study is to examine the tasks in mathematics textbooks used as course materials in various public schools affiliated with the Ministry of Education at the five, six, seven and eighth grade levels of secondary school, in terms of solution strategies. In the research, the solution strategies used in the solution of a total of 4588 tasks in seven mathematics textbooks for the 5th, 6th, 7th and 8th grade levels, which we accessed from the EBA platform, were examined on the basis of learning area, using the document analysis method, one of the qualitative research methods. As a result of the examinations, it was seen that most of the tasks presented in the fields of data processing and probability learning were studies for the purpose of learning and reinforcing the subject, and the use of different strategies was not included much. The most diverse strategy use is in the 8th grade textbooks in terms of grade level, geometry and measurement in the 5th grade textbooks, numbers and operations in the 6th grade textbook, geometry and measurement and numbers and operations in the 7th grade A and B books, respectively, and 8th grade A and B in terms of learning area. In B books, it was seen that they were in the areas of learning algebra, geometry and measurement, respectively. Although different solution strategies are included, it is also among the findings that in all the books examined, the majority of the tasks are solved with the "definition or formula" application strategy, and very few solution strategies that will contribute to the development of students' problem-solving skills are included. In this context, it has been seen that the subjects and achievements in secondary school mathematics textbooks are not sufficient and comprehensive in terms of teaching the target behaviors that the curriculum wants to teach.