{"title":"Problem solving strategies used in mathematics textbooks for Turkish middle schools","authors":"Seda Türkmen Dural, Yüksel Dede","doi":"10.1108/aeds-02-2024-0050","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Research limitations/implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Practical implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Social implications</h3>\n<p>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.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>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.</p><!--/ Abstract__block -->","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asian Education and Development Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/aeds-02-2024-0050","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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 .