Problem solving strategies used in mathematics textbooks for Turkish middle schools

IF 2.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Seda Türkmen Dural, Yüksel Dede
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引用次数: 0

Abstract

Purpose

This study investigated the problem-solving strategies used in solving problems in the learning domain of numbers and operations in mathematics textbooks for Turkish middle schools.

Design/methodology/approach

To this end, four middle school mathematics textbooks published by the Ministry of National Education of Turkey (MEB in Turkish), one from each grade level (Grades 5–8), were examined. The data in this document analysis study were analyzed using semantic content analysis.

Findings

The findings revealed that mathematics textbooks' most used problem-solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.

Research limitations/implications

This study points out how problem-solving strategies used Grades 5-8 mathematics textbooks in a different culture like Türkiye. So, it may also give some important clues for applying problem-solving strategies in mathematics classrooms in a different culture.

Practical implications

This study may draw the attention of educational stakeholders and textbook authors who want to understand and implement problem-solving strategies in mathematics classrooms by considering a different cultural perspective.

Social implications

This study may point to the importance of using problem-solving strategies in mathematics and daily and social learning environments due to the nature of mathematical problem-solving and problem-solving strategies.

Originality/value

This document review study examined the problem-solving strategies used in Turkish middle school mathematics textbooks, and the data were analyzed using semantic content analysis. The findings revealed that mathematics textbooks' most used problem solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.

土耳其中学数学教科书中使用的解题策略
目的 本研究调查了土耳其中学数学教科书在解决数字和运算学习领域的问题时所使用的解题策略。研究结果表明,各年级数学教科书中最常用的解题策略是绘制图形(图表)、书写相等和不等式、制作表格和编制系统列表。绘制图表(图形)策略是各年级使用最多的策略,而逆向思维是使用最少的策略。本研究指出了在土耳其这种不同文化背景下如何使用 5-8 年级数学教科书中的解题策略。因此,本研究也为在不同文化背景下的数学课堂中应用问题解决策略提供了一些重要线索。本研究可引起教育相关人员和教科书作者的注意,他们希望通过考虑不同的文化视角来理解和实施数学课堂中的问题解决策略。社会意义由于数学问题解决和问题解决策略的性质,这项研究可能会指出在数学和日常及社会学习环境中使用问题解决策略的重要性。原创性/价值这项文献综述研究考察了土耳其初中数学教科书中使用的问题解决策略,并使用语义内容分析法对数据进行了分析。研究结果表明,各年级数学教科书中最常用的解题策略是绘制图形(图表)、书写相等和不等式、制作表格和编制系统列表。绘制图表(图形)策略是各年级使用最多的策略,而逆向思维则是使用最少的策略。另一个发现是,在每个年级都很少使用寻找规律和解决较简单的类比问题的策略。
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来源期刊
Asian Education and Development Studies
Asian Education and Development Studies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
7
期刊介绍: Asian Education and Development Studies (AEDS) is a new journal showcasing the latest research on education, development and governance issues in Asian contexts. AEDS fosters cross-boundary research with the aim of enhancing our socio-scientific understanding of Asia. AEDS invites original empirical research, review papers and comparative analyses as well as reports and research notes around education, political science, sociology and development studies. Articles with strong comparative perspectives and regional insights will be especially welcome. In-depth examinations of the role of education in the promotion of social, economic, cultural and political development in Asia are also encouraged. AEDS is the official journal of the Hong Kong Educational Research Association. Key topics for submissions: Educational development in Asia, Globalization and regional responses from Asia, Social development and social policy in Asia, Urbanization and social change in Asia, Politics and changing governance in Asia, Critical development issues and policy implications in Asia, Demographic change and changing social structure in Asia. Key subject areas for research submissions: Education, Political Science, Sociology , Development Studies .
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