A comparative analysis of quadratics in mathematics textbooks from Turkey, Singapore, and the international baccalaureate diploma programme

Abstract

The purpose of this study was to analyze and compare the chapters on quadratics in three mathematics textbooks selected from Turkey, Singapore, and the International Baccalaureate Diploma Programme (IBDP) in terms of content, organization, and presentation style through content analysis. The analysis of mathematical content showed that the Turkish textbook covers a greater number of learning outcomes targeted for quadratics in the three mathematics syllabi, in a more detailed way compared to the other two textbooks. The organization of mathematical knowledge reflects an inductive approach in the Turkish textbook from quadratic equations to functions, whereas the Singaporean and IBDP-SL (Standard Level) textbooks present mathematical concepts in a deductive way from quadratic functions to equations. Regarding presentation style, the Turkish and IBDP-SL textbooks are rich in studentcentered activities compared to the Singaporean textbook. While the IBDP-SL textbook gives opportunities to students to make investigations and reach generalizations, the Turkish textbook presents mathematical concepts in a readymade way. The IBDP-SL textbook is also the one which uses real-life connections and technology the most. In addition, the IBDP-SL textbook uses problems with moderate complexity more frequently than the other two textbooks where the problems with low complexity are dominant. This study revealed that each mathematics textbook has different priorities, and the approaches in the three textbooks were interpreted in the light of reader-oriented theory (Weinberg & Wiesner, 2011) and Rezat’s (2006) model of textbook use.