A comparative analysis of ratio and proportion problems inTurkish and the U.S. Middle school mathematics textbooks

Bu çalışma, Türkiye de ve Amerika da bulunan matematik ders kitaplarındaki oran veorantı konusunu içeren problemlerin benzerlikler ve farklılıklar bakımından analiz etmeyiamaçlamaktadır. 6. v e 7. sınıf ders kitaplarındaki bu problemler, matematiksel özellikleri,içeriksel özellikleri ve performans özellikleri bakımından içerik analizine tabiitutulmuştur. Birleşik Devletler deki kitaplarla kıyaslandığında, Türkiye deki derskitapları 1) daha çok sadece matematiksel terimler kullanan problemler içermekte amadaha az gerçek hayat uygulalmaları içeren poblemlere yer vermekte, 2) daha çokuygulam a ve muhakeme gerketiren problemler içermekte ama daha az bilme bilişsel alanıvurgulanmakta ve 3) açıklamalar ve çözüm süreçleri daha çok vurgulanmakata amateknoloj kullanımını gerektiren hiçbir problem kullanmamaktadır.Genel olarak, BirleşikDevletler deki ders kitaplarının daha az çok adımlı problemler içerdiği ve daha düşükmatematiksel ve bilişsel yeterlikler gerektiren problemlerle donatıldığı görülmüştür.

Türkiye deki ve Amerika Birleşik Devletleri ndeki orta okul matematik ders kitaplarında bulunan oran ve orantı problemlerinin karşılaştırılmalı analizi

This study aimed to examine cross -national similarities and differences between problemsinvolving Propo rtion and Ratio in Turkish mathematics textbooks and those in the U.S.mathematics textbooks. In particular, content analysis methodology was used to analyzethese textbook problems at the 6 th and 7 th grade level in terms of their mathematicsfeatures, con textual features, and performance requirements. Compared with the U.S.textbooks, Turkish textbooks contained: 1) more pure mathematics problems but fewerreal-life- application problems, 2) more Ratios and Proportions problems in the cognitivedomains of applying and reasoning but fewer in the cognitive domain of knowing, and 3)more emphasis on explanations and solution processes in their problems but no problemsinvolving the use of technology. In general, the U.S. textbooks included fewer multiplestep p roblems and were dominated with problems of low mathematical and cognitiverequirements.

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