A comparative analysis of the fractions topic in middle school mathematics textbooks of Turkey and singapor

This study aims to conduct a horizontal and vertical analysis of the sections related to the topic of fractions in mathematics textbooks from Turkey and Singapore. The research was carried out using the document analysis method, and the analyses were conducted based on a two-dimensional analytical framework developed from the literature. In the horizontal analysis, structural features such as the general characteristics of the textbooks, the structural organization of topics, titles, and their sequence were compared. The vertical analysis focused on worked examples related to fractions, solution steps, the level of potential cognitive demand, expected response types, and the distribution of questions. The findings of the horizontal analysis revealed that the fractions topic is presented within a single unit and with a limited number of subheadings in the Turkish textbook, whereas in the Singaporean textbooks, it is divided into separate parts and addressed in a more gradual and detailed manner. Furthermore, due to the term-based structure of Singaporean textbooks, the content progresses through sequential sections, while in Turkey, each unit appears to start anew. According to the vertical analysis findings, most of the worked examples in the Singaporean textbooks are related to real-life contexts, include more visual and graphical representations, and in some cases, offer multiple solution strategies. In contrast, the Turkish textbook contains fewer worked examples, and there is less emphasis on real-life connections and multiple solution paths. Regarding potential cognitive demand, both countries' textbooks generally feature lower-level examples, but Singaporean textbooks also include examples that require higher levels of connection and reasoning. In terms of response type, the Turkish textbook mostly expects only the correct answer, while the Singaporean textbooks include solutions that require explanation or illustrate the problem-solving process. These findings demonstrate that the two countries' textbooks differ in their approaches to the topic of fractions, their structural design, and the cognitive demands placed on students.