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

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buir.advisorSands, M. K.
dc.contributor.authorSağlam, Reyhan
dc.date.accessioned2016-01-08T18:25:12Z
dc.date.available2016-01-08T18:25:12Z
dc.date.issued2012
dc.descriptionAnkara : The Program of Curriculum and Instruction, Bilkent University, 2012.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2012.en_US
dc.descriptionIncludes bibliographical references leaves 110-118.en_US
dc.description.abstractThe 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.en_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:25:12Z (GMT). No. of bitstreams: 1 0006531.pdf: 1585703 bytes, checksum: 806d3989fbca6257b4101829983601b3 (MD5)en
dc.description.statementofresponsibilitySağlam, Reyhanen_US
dc.format.extentxv, 118 leaves, graphsen_US
dc.identifier.urihttp://hdl.handle.net/11693/15827
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectContent analysisen_US
dc.subjectinternational comparative studiesen_US
dc.subjectmathematics educationen_US
dc.subjectmathematics textbooksen_US
dc.subject.lccQA11.2 .S34 2012en_US
dc.subject.lcshMathematics--Study and teaching (Secondary)en_US
dc.subject.lcshInternational baccalaureate.en_US
dc.subject.lcshContent analysis (Communication)en_US
dc.titleA comparative analysis of quadratics in mathematics textbooks from Turkey, Singapore, and the international baccalaureate diploma programmeen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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