Investigating the opinions of middle school mathematics teachers and prospective teachers on the use of textbooks

The purpose of this study is to evaluate the use of textbooks by middle school mathematics teachers from the perspectives of mathematics teachers and prospective mathematics teachers. In line with this purpose, the research was conducted with the basic qualitative research design, one of the qualitative research methods. Participants were determined using maximum diversity sampling and convenience sampling. The sample of the study consisted of 12 mathematics teachers working in middle schools in Afyonkarahisar province and 8 prospective mathematics teachers consisting of 4th grade students from Afyon Kocatepe University Department of Elementary Mathematics Teaching. Two separate "Semi-Structured Interview Forms" prepared for teachers and pre-service teachers were used as data collection tools in the study. The collected data were analyzed by content analysis method. As a result of the analysis, it was concluded that teachers always use 5th grade mathematics textbooks and that they generally use textbooks for other grades to give homework. According to the observations of the prospective teachers, teachers use source books and z-books in addition to the textbook. Participants stated that they found the number and variety of questions in the textbooks to be low, that the questions were not compatible with LGS, and that the subject explanations were scattered. According to teachers and prospective teachers, 5th grade textbooks contain skill-based questions and activities. However, from the participants' statements, it is clear that students have difficulty in understanding and interpreting the activities in the textbook. Teachers think that there are not enough questions and activities in the 5th grade textbooks for assessment and evaluation and for give homework. Some of the participants think that the use of textbooks will increase with the new textbooks that have changed with the Türkiye Century Education Model. Some participants predict that the textbook will be used together with source or z-books. In line with the findings, it was suggested that the number of questions in the mathematics textbook should be increased, the questions and activities in the textbook should be compatible with the number of questions in the central exam, and the textbook should have interactive content.