Contexts Used for Real Life Connections in Mathematics Textbook for 6th Graders

Do Primary School Mathematics Textbooks Connect to Real Life? : The Case of Germany and Turkey

“…With this feature, they can suspend students from making sense of a real-life problem. According to the literature studies supporting the findings of the first sub-purpose of the research (Altay, Erhan & Batı, 2020;Huang, 2004;Özgeldi & Osmanoğlu, 2017;Lee, 2012;Mosvold & Fauskanger, 2013;Sawyer & McDonald, 2008), the actual contexts of the activities used in mathematics teaching Inclusion alone is not enough, the real-world connections in the activity should encourage children to take higher-order thinking skills. Findings related to the second sub-purpose of the study show that in German primary school 4th-grade mathematics textbook activities, "classical verbal problems" type activities come first, "application representations of mathematical concepts" come second, and "real data analysis" activities come in third place.…”

“…However, studies examining the relationship between mathematics textbooks and real life have gained importance in recent years. As a matter of fact, the real-life mathematics textbooks of literature studies (Altay, Erhan & Batı, 2020;Bingölbali & Özdiner, 2022;Cabassut & Wagner, 2011;Gainsburg, 2008;Haas, Kreis & Lavicza, 2020;Pepin & Haggarty, 2007;Yekrek & Özgeldi, 2019;Yılmaz & Özyiğit, 2016). It was observed that the studies mostly analyzed secondary school textbooks.…”

Ortaokul Matematik Ders Kitaplarında Veri İşleme Öğrenme Alanındaki Grafiklerin Grafiksel Yeterlikler Çerçevesinde İncelenmesi

“…Textbooks, which take their place from the smallest levels, should be arranged within the framework of curricula and in accordance with the standards of the countries that are at the top of the education level (Kanlı, 2004). In this context, studies in the literature examining mathematics textbooks from various aspects have been carried out (Arslan & Özpınar, 2009;Bingölbali & Bingölbali, 2020;Deringöl, 2020;Erşen et al, 2021;Gültekin, 2014;Karaaslan, 2019;Kayhan-Altay et al, 2020;Toptaş, 2010;Turan, 2019;Ubuz & Sarpkaya, 2014). However, compared to other areas of mathematics, limited studies are carried out in the field of statistics learning (Batur et al, 2019;Maki & Horita, 2018;Yanık et al, 2017).…”