Real-Life Contextualization in the Geometric Shapes Unit of Fifth Grade Mathematics Textbooks: An Analytical Study
Yazarlar (2)
Şevval İşözen
Prof. Dr. Ahmet KAÇAR Kastamonu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
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| Dergi Adı | Osmangazi Journal of Educational Research (OJER) | ||
| Dergi ISSN | 2651-4206 | ||
| Dergi Tarandığı Indeksler | ESJI | ||
| Makale Dili | İngilizce | Basım Tarihi | 12-2025 |
| Cilt / Sayı / Sayfa | 12 / 2 / 139–162 | DOI | 10.59409/ojer.1824447 |
| Makale Linki | https://dergipark.org.tr/en/pub/ojer/issue/100465 | ||
| UAK Araştırma Alanları |
Matematik Eğitimi
Matematik Eğitimi
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| Özet |
| Students often perceive mathematics as a challenging subject, which can contribute to the development of negative attitudes toward the course. One reason for this negativity is that textbooks are often disconnected from students' everyday experiences. Previous studies emphasize that textbooks should not only align with the curriculum but also be organized in a way that engages students' interest. Approaches that support learning through real-life connections further highlight this necessity. However, existing research indicates that mathematics textbooks often fail to incorporate real-life contexts sufficiently (Bingölbali & Özdiner, 2022). With the implementation of the Turkey Century Maarif Model in the 2024–2025 academic year, textbooks were revised to bridge the gap between theoretical knowledge and daily life. Within this framework, the present study examines the extent to which the "Geometric Shapes" unit of the fifth-grade mathematics textbook, prepared in accordance with the 2024–2025 Turkey Century Maarif Model, incorporates real-life contexts. Specifically, the study examines the degree to which concepts, problems, and activities in the unit are related to everyday life. The research employed a qualitative research design, utilizing document analysis as the primary data source, with the fifth-grade mathematics textbook published by the Ministry of National Education serving as the basis for the study (Albayrak et al., 2024). Applying Gainsburg’s (2008) analytical framework, a total of 118 items were examined, of which 77 were not connected to real-life contexts, while 41 demonstrated various forms of contextualization. These … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 1 |