Investigation of derivative concept in terms of association skills in secondary school mathematics textbooks

The aim of this research is to examine the concept of derivative in secondary school mathematics textbooks in terms of mathematical association skills. The concept of derivative was deemed appropriate to examine the association skills. For this purpose, the conceptual framework in the study was created by using the conceptual framework proposal for the development of the use of the association skill, which was put forward by Bingölbali and Coşkun (2016), in mathematics teaching. In line with this study, document analysis research method was used in examining textbooks. For the research, it was examined in terms of association skills, taking into account the changing curriculum since 2011. The association skills in the textbooks and the types of these association skills were tried to be determined. The data source of the research consists of three textbooks prepared according to the 2009, 2013 and 2018 curriculum. The data were analyzed by content analysis. The findings of the study show that in the textbooks, inter-concept linking skills are used the most, and linking with different disciplines is used the least. No associations with different disciplines were found in the textbook of 2011, there were very few associations with real life in the textbooks of 2017, and the skills of associating with different disciplines were found very few in the textbook of 2021. It is thought that it will be beneficial to review these deficiencies in the textbooks and to pay attention to the use of these association skills in the books to be written.