An examination of fractions in terms of multiple representations in post-Republic elementary mathematics textbooks

The aim of this study is to determine the forms of representation used in the presentation of the fraction subject in mathematics textbooks of the post-Republican period. This study is a qualitative research and document analysis was used to determine the forms of representation. In this connection, 1940, 1951, 2013, and 2018 secondary school mathematics textbooks, which were prepared in accordance with the related mathematics programs in the post-Republic period, were selected as data sources. The preferred representation styles for fractions were determined by using the representation styles put forward by Nakahara (2008) (Symbolic, Linguistic, Visual, Manipulative, Realistic representation) and the embedded representation styles developed by the researcher (Symbolic embedded linguistic, Realistic embedded linguistic, Symbolic embedded visual, Symbolic embedded realistic, Linguistic embedded realistic representation). The results of the analysis revealed that symbolic representations were predominantly used in all textbooks, but this form of representation was used more intensively in the early textbooks (1951, 1940). On the other hand, linguistic and visual representations were used more in the current textbooks. While manipulative representations were not included in the textbooks, symbolic embedded realistic representations were the most common embedded representations. The findings of the study reveal that the research on multiple representations and the developments in the field of mathematics education are reflected in the textbooks, especially in terms of emphasizing symbolic and symbolic embedded visual representations.