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Mathematical Values In Turkish High School Mathematics Textbooks

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dc.contributor.authorDamla BAKIRCI
dc.contributor.authorAbdullah Çağrı Biber
dc.date.accessioned2026-01-04T16:57:51Z
dc.date.issued2022-06-30
dc.description.abstractThis study aims to examine how mathematical values are represented in Turkish high school mathematics textbooks during the 2019-2020 academic year. A case study design was used in this study. The research examined a total of 2175 questions. Descriptive analysis was used in the analysis of qualitative data. The data was sorted into mathematical value pairs. Three complementary pairing of mathematical values are considered: rationality-objectivism, control-progress, and openness-mystery. As a result of the analysis, it has been determined that the rationality-objectivism value pair is similar across all grade mathematics textbooks. The control value was also emphasized more than the progress value The openness value was highlighted more than complementary pairs of mystery values at the 9th, 10th, and 11th-grade levels. In comparison, the mystery value is emphasized more than the openness value in the 12th-grade textbook. As a result, it would be advisable to pay attention to the balanced distribution of complementary value pairs when considering the importance of mathematics values for mathematics textbooks.
dc.description.urihttps://doi.org/10.47215/aji.1004395
dc.description.urihttps://dx.doi.org/10.60692/57tp5-ntc68
dc.description.urihttps://dx.doi.org/10.60692/kh303-by477
dc.description.urihttps://dergipark.org.tr/tr/pub/aji/issue/71046/1004395
dc.identifier.doi10.47215/aji.1004395
dc.identifier.eissn2148-2659
dc.identifier.endpage13
dc.identifier.openairedoi_dedup___::e4ea9e89024a6a980d5103b7e0b75964
dc.identifier.orcid0000-0002-8668-7792
dc.identifier.orcid0000-0001-7635-3951
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/20.500.12597/39802
dc.identifier.volume10
dc.publisherLectito Publications
dc.relation.ispartofAsya Öğretim Dergisi
dc.rightsOPEN
dc.subjectEğitim Üzerine Çalışmalar
dc.subjectObjectivism
dc.subjectTurkish
dc.subjectStudies on Education
dc.subjectSocial Sciences
dc.subjectEpistemology
dc.subjectRationality
dc.subjectSocial psychology
dc.subjectEducational Objectives
dc.subjectEducation
dc.subjectValue (mathematics)
dc.subjectMetaphors in Educational Research and Practice
dc.subjectFOS: Mathematics
dc.subjectPsychology
dc.subjectTrends in 21st Century Education Research
dc.subjectOpenness to experience
dc.subjectMathematical values
dc.subjectmathematics textbooks
dc.subjecthigh school
dc.subjectTurkey
dc.subjectStatistics
dc.subjectLinguistics
dc.subjectMathematics education
dc.subjectFOS: Philosophy, ethics and religion
dc.subjectFOS: Psychology
dc.subjectPhilosophy
dc.subjectCurriculum Alignment and Educational Objectives
dc.subjectFOS: Languages and literature
dc.subjectArts and Humanities
dc.subjectMathematics
dc.subject.sdg4. Education
dc.titleMathematical Values In Turkish High School Mathematics Textbooks
dc.typeArticle
dspace.entity.typePublication
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