### Contexts used for real life connections in mathematics textbook for 6th graders

#### Abstract

^{th}graders and to identify how the contexts used in these connections are handled depending on learning areas. Document analysis of qualitative research methods was used in the study. The results of the study revealed that almost half of the activities (46.6%) in the textbook was connected with real life. The contexts used in these real life connections were analyzed by categorizing them under two different context types: weak and rich context. It can be concluded from the results of this research that the weak contexts were mostly utilized (68.4 %) in real life connections. When these contexts were analyzed on the basis of the learning area itself, it was revealed that weak contexts are frequently employed in the learning area of algebra, while rich contexts are most commonly used in the learning area of data processing.

#### Keywords

#### Full Text:

PDF#### References

Ainley, J., Pratt, D., & Hansen, A. (2006). Connecting engagement and focus on pedagogic task design. British Educational Research Journal, 32(1), 23-38.

Baki, A. (2018). Matematiği öğretme bilgisi. Ankara: Pegem Akademi.

Barnes, H. (2004). Realistic mathematics education: Eliciting alternative mathematical conceptions of learners. African Journal of Research in Mathematics, Science and Technology Education, 8(1), 53-64.

Bernardo, A. B. I. (1999). Overcoming obstacles to understanding and solving word problems in mathematics. Educational Psychology, 19(2), 149-163.

Boaler, J. (1993). The role of contexts in the mathematics classroom: Do they make mathematics more" real"? For the Learning of Mathematics, 13(2), 12-17.

Borasi, R. (1986). On the nature of problems. Educational Studies in Mathematics, 17(2), 125-141.

Bozkurt, A., & Polat, M. (2011). Sayma pullarıyla modellemenin tam sayılar konusunu öğrenmeye etkisi üzerine öğretmen görüşleri [Teachers' Views on the Effect of Modeling with Counters on Learning Integers]. Gaziantep University Journal of Social Sciences, 10(2), 787-801.

Bulut, S., Boz-Yaman, B., & Yavuz, F. D. (2016). 7. Sınıf matematik ders kitaplarında dönüşüm geometrisi işlenişinin öğretim programları açısından değerlendirilmesi [The Investigation of Instruction of Transformation Geometry in the 7th Grade Mathematics Textbooks with respect to Curricula]. Elementary Education Online, 15(4), 1164-1190.

Cheng, L. P. (2013). The design of a mathematics problem using real-life context for young children. Journal of Science and Mathematics Education in Southeast Asia, 36(1), 23-43.

Cobb, P., Zhao, Q., & Visnovska, J. (2008). Learning from and adapting the theory of realistic mathematics education. Éducation et didactique, 2(1), 105-124.

Council of Higher Education (CoHE). (2018). İlköğretim Matematik Öğretmenliği Lisans Programı. http://www.yok.gov.tr/documents/10279/41805112/Ilkogretim_Matematik_Lisans_Programi.pdf indirilmiştir.

Elmas, R., & Eryılmaz, A. (2015). Bağlam temelli fen soru yazımı: Kriterler ve efsaneler [How to Write Good Quality Contextual Science Questions: Criteria and Myths]. Journal of Theoretical Educational Science, 8(4), 564-580.

Gravemeijer, K., & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1-3), 111-129.

Karakoç, G., & Alacacı, C. (2015). Real world connections in high school mathematics curriculum and teaching. Turkish Journal of Computer and Mathematics Education, 6 (1), 31-46.

Kent, L. B. (2000). Connecting integers to meaningful contexts. Mathematics Teaching in the Middle School, 6(1), 62-66.

Lee, J. E. (2012). Prospective elementary teachers’ perceptions of real-life connections reflected in posing and evaluating story problems. Journal of Mathematics Teacher Education, 15(6), 429-452.

Lesh, R. A., & Doerr, H. M. (2003). Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 591-646), Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Meyer, M. R., Dekker, T., & Querelle, N. (2001). Context in mathematics curricula. Mathematics Teaching in the Middle School, 6(9), 522-527.

Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, 2nd Ed. Thousand Oaks, CA: Sage Publications.

Ministry of National Education [MoNE]. (2013). Ortaokul matematik dersi (5, 6, 7, 8. Sınıflar) öğretim programı [Middle School Mathematics (Grades 5, 6, 7, 8) Education Program]. Ankara: T.C. Milli Eğitim Bakanlığı, Talim ve Terbiye Kurulu Başkanlığı.

Ministry of National Education [MoNE]. (2016). Ortaokul matematik 6. sınıf ders kitabı [Mathematics Text Book For 6th Graders]. Ankara: T.C. Milli Eğitim Bakanlığı Yayınları.

Ministry of National Education [MoNE]. (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar) [Elementary and Middle School Mathematics Education Program (Grades 1, 2, 3, 4, 5, 6, 7, 8)]. Ankara: T.C. Milli Eğitim Bakanlığı.

National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM Publications.

Özgeldi, M., & Osmanoğlu, A. (2017). Matematiğin gerçek hayatla ilişkilendirilmesi: Ortaokul matematik öğretmeni adaylarının nasıl ilişkilendirme kurduklarına yönelik bir inceleme [Connecting Mathematics to Real Life: An Investigation on How Prospective Secondary Mathematics Teachers Build Real Life Connections]. Turkish Journal of Computer and Mathematics Education, 8(3), 438-458.

Özgen, K. (2013). Self-efficacy beliefs in mathematical literacy and connections between mathematics and real world: The case of high school students. Journal of International Education Research, 9(4), 305-316.

Scheaffer, R. L. (2006) Statistics and mathematics: On making a happy marriage. In G. F. Burrill & P. C. Elliott (Eds.), Thinking and reasoning with data and chance: 68th NCTM yearbook (pp. 309-321). Reston, VA.

Stylianides, A. J. & Stylianides, G. J. (2008). Studying the implementation of tasks in classroom settings: High-level mathematics tasks embedded in real-life contexts. Teaching and Teacher Education, 24, 859–875.

Sullivan, P., Zevenbergen, R., & Mousley, J. (2003). The contexts of mathematics tasks and the context of the classroom: Are we including all students? Mathematics Education Research Journal, 15(2), 107-121.

Yavuz-Mumcu, H. (2018). Matematiksel ilişkilendirme becerisinin kuramsal boyutta incelenmesi: Türev kavramı örneği [A Theoretical Examination of the Mathematical Connection Skill: T]he Case of the Concept of Derivative]. Turkish Journal of Computer and Mathematics Education, 9(2), 211-248.

Yeniterzi, B., Işıksal-Bostan, M. (2015). An examination of the 7th grade mathematics teacher’s guidebook in terms of the relationship between mathematics and science. Elementary Education Online, 14(2), 407-420.

Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Genişletilmiş Baskı), Ankara: Seçkin Yayınevi.

Yiğit Koyunkaya, M., Uğurel, I., & Tataroğlu Taşdan, B. (2018). Öğretmen adaylarının matematiği günlük yaşam ile ilişkilendirme hakkındaki düşüncelerinin geliştirdikleri öğrenme etkinliklerine yansıması [Reflection of Preservice Teachers’ Thoughts about Connecting Mathematics and Real Life Situations on Their Mathematics Learning Activities]. Journal of Uludag University Faculty of Education, 31(1), 177-206.

Van de Walle, J. A., Karp, K. S., & Williams, J. M. B. (2010). Elementary and middle school mathematics. Teaching development. Boston: Allyn & Bacon. Pearson Education, Inc.

Wijaya, A., van den Heuvel-Panhuizen, M., & Doorman, M. (2015). Opportunity-to-learn context-based tasks provided by mathematics textbooks. Educational Studies in Mathematics, 89(1), 41-65.

### Refbacks

- There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

**ISSN: 1305-3515**