Abstract
Textbooks are the principal teaching material in mathematics, as in other subjects, and therefore it is one of the main reasons for analysing mathematics textbooks. Despite the increasing interest of teachers and students in the visuals in textbooks, further information about the representations is needed. The visualisation of mathematical concepts has always been a critical issue in teaching and learning processes due to their abstract nature. Hence, analysing visual representations brings with it the necessity to examine the learning and teaching opportunities that mathematics textbooks offer to both students and teachers. Visual representations are widely used in mathematics textbooks to facilitate students' understanding of integer operations, which they have difficulties with. The study comparatively analysed the visual representations of integers operations in Turkish and United States mathematics textbooks through content analysis using the visual representation analysis scheme in mathematics textbooks, which was formed from three categories considering the related literature. Findings of the study revealed that there were no statistically significant differences in the visual representations of the two countries' textbooks in integer operations. Diagrams are more prominent in Turkish textbooks, whereas pictures and manipulatives are more prominent in US textbooks. However, the visual representations in the textbooks of the two countries are generally used for informative and problem solving. The findings are discussed in terms of mathematics curriculum developers, teachers and researchers to improve the effectiveness of textbooks on teaching and learning.
Author Information
Ali Sabri İpek, Recep Tayyip Erdoğan University, Turkiye
Paper Information
Conference: ACE2024
Stream: International Education
This paper is part of the ACE2024 Conference Proceedings (View)
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