Examination of open education high school and anatolian high school mathematics course books within the context of equations and inequalities with a pracseological approach

According to the data of the Ministry of National Education for the 2019-2020 academic year, there are Open Education High School students up to 63% of the general secondary education students. With the implementation of 12-year compulsory education, the Open Education High School has become an important alternative. For this reason, the education given in Open Education High School is as important as the education given in formal education. The basic material of the learning environment of the Open Education High School is the textbooks given to the students. The basis of the study is to examine these textbooks prepared within the framework of praxeological analysis and compare them with the textbooks used in formal education. It is aimed to reveal the potential and shortcomings of the textbooks, and to make suggestions based on the findings, with in-depth analysis in the context of equations and inequalities. Document analysis method, one of the qualitative research methods, was used in the study. In this context, what are the didactic praxeologies of Open Education High School Math-1 and Anatolian High School Math-9 about equations and inequalities and how they structured their didactic praxeologies were determined. As a result of the praxeological analysis made in six mathematical organizations, the Open Education High School book, which had 156 tasks, used 47 different techniques in 25 task types; It was determined that 75 different techniques were used in 39 task types in the Anatolian High School book with 280 tasks. The Open Education High School textbook is not rich enough in terms of task type and technique; It was concluded that the technological expressions were insufficient, lacking mathematical proofAccording to the data of the Ministry of National Education for the 2019-2020 academic year, there are Open Education High School students up to 63% of the general secondary education students. With the implementation of 12-year compulsory education, the Open Education High School has become an important alternative. For this reason, the education given in Open Education High School is as important as the education given in formal education. The basic material of the learning environment of the Open Education High School is the textbooks given to the students. The basis of the study is to examine these textbooks prepared within the framework of praxeological analysis and compare them with the textbooks used in formal education. It is aimed to reveal the potential and shortcomings of the textbooks, and to make suggestions based on the findings, with in-depth analysis in the context of equations and inequalities. Document analysis method, one of the qualitative research methods, was used in the study. In this context, what are the didactic praxeologies of Open Education High School Math-1 and Anatolian High School Math-9 about equations and inequalities and how they structured their didactic praxeologies were determined. As a result of the praxeological analysis made in six mathematical organizations, the Open Education High School book, which had 156 tasks, used 47 different techniques in 25 task types; It was determined that 75 different techniques were used in 39 task types in the Anatolian High School book with 280 tasks. The Open Education High School textbook is not rich enough in terms of task type and technique; It was concluded that the technological expressions were insufficient, lacking mathematical proof.