A comparative analysis of quadratics in mathematics textbooks from Turkey, Singapore, and the international baccalaureate diploma programme
Author
Sağlam, Reyhan
Advisor
Sands, M. K.
Date
2012Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
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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.
Keywords
Content analysisinternational comparative studies
mathematics education
mathematics textbooks