Analysis of the 6th grade mathematics textbook in terms of problem solving strategies

The aim of this study is to examine the problems in the 6th Class Mathematics textbook and the problem solving strategies used to solve these problems. The textbook that was examind is Govermental textbook. When the national and international literature on the subject was examined before the research, the ten strategies with the most research were determined. In the research, document analysis method, one of the qualitative research approaches, was usedsolved problems in the textbook, specific strategies; systematic list making, guessing, guessing and checking, drawing diagrams, finding correlations, writing equality or inequality, using solving similar problems, working backwards, making tables, and reasoning In the analysis of the data, the frequency of use of each of the problem solving strategies used in the problems in the book is presented in the tables as frequency. When the numbers and operations in the 6th grade mathematics curriculum are evaluated according to the learning areas of algebra, data processing and geometry the most used strategy in the field of numbers and operations learning is the strategy of drawing diagrams, the strategy of making tables in the field of learning algebra, the reasoning strategy in the field of data processing learning, and the strategy of reasoning with writing equality or inequality in the field of geometry learning. It has been seen that the learning area where the variety of strategies is seen the most is the geometry learning area. Mathematics textbooks do not include any strategy information or lectures. A resource or lecture containing problem solving strategies should be provided to students that they can access so easily. It has been observed that the achievements in the 6th class mathematics curriculum are not wide enough for strategy use. This study can be examined in the textbook of other class levels within this framework and a comparative study can be made.