A comparative analysis of Turkish and Singapore 7th and 8th grades mathematics textbooks

There are many factors which affect education quality such as social and economical factors. Singaporean and Turkish 7th. And 8th. grades math books are compared acording to their content and method. Order of content, instruction of content, and criterias of sellected topic are addresed while the books of two countries are compared. As result of this ; It is identified that there are big differences among two countries' books. Singaporean books are more logically laid out with regards to the order of the subjects.As the Turkish books combine two or three different topics in a unit, the Singaporean books put each topic under a new unit. When the topic is presented to the students it looks more consistent. The points taught in previous unit have been recycled when necessary. Furthermore, the points taught under different titles have been recycled, too. In addition to this, after having taught each unit, all formula and important points have been summarised. The number of the solved and unsolved examples per unit in Singaporean books is much higher than that of Turkish books. So that, this provides a chance for students to learn the subject better. Presentations of subjects in Turkish books are based on intraclass activities and an intraclass activity has been inserted for each acquisition. In Singaporean books, not only have intraclass activities been asserted but also different techniques have been used. Turkish books try to attract the attention of students by using a real-life visual for each acquisition. There are also some real-life visuals in Singaporean books for some acquisitions. While use of technology in Turkish books is very rare, for some activities in Singaporean books technology has been used such as using computer, and use of calculator has been taught and students have been encouraged to search on the Internet.