Examination of comparative theses in the field of mathematics education in terms of textbooks and teaching programs

The aim of this comparative education research is to analyze the postgraduate thesis studies focusing on Türkiye and other countries in the context of mathematics textbooks and mathematics curricula in order to examine the areas comparisons take place and to determine the proficiency status of Turkey in these areas. The research was carried out by the document analysis methodology. Within the scope of the research, 24 postgraduate thesis studies, which were determined in accordance with the criteria of the study, were examined. The data were handled with thematic analysis method on the grounds of its competences in deepening the study. According to the results, investigations comparing Turkish mathematics textbooks with those of other countries mostly concentrate on Singapore and the United States. In studies dealing with mathematics textbooks, it has been given more importance on comparisons focused on activity/task proficiencies and instructional processes. Furthermore, research findings demonstrate that Turkish mathematics textbooks are often inadequate in terms of instructional processes. On the other hand, according to the comparative education studies examined within this study, Turkish mathematics textbooks were indicated as adequate in terms of the number of activities, the proportion of activities, and the distribution of activities into the learning areas. In studies dealing with mathematics curricula, which is the other focus of this study, the most frequently compared themes were found to be mathematical skills and use of technology. In addition, comparisons of Turkish curricula with those of other countries mainly focus on Singapore and Canada. It is seen that the studies conducted on the theme of mathematical skills concentrate on association, problem solving and reasoning. On the subject of use of technology, it is noteworthy that active technology use and the emphasis on using technology are frequently included in the studies. According to the postgraduate theses examined within the scope of the research, it was stated that the emphasis on the use of technology in the Turkish mathematics curriculum was sufficient, but the opportunities provided for active technology use were insufficient. In comparisons made under the theme of mathematical skills in mathematics curricula, Turkey was emphasized to be sufficient in areas such as mental processing, analytical and critical thinking; however, in areas such as the use of algebra in real life situations and the use of financial concepts, it was stated as insufficient. The research findings were discussed in line with the related literature and suggestions were presented.