Mathematical values and mathematics education values in high school mathematics textbooks

The purpose of this research is to determine mathematical values and mathematics educational values in the high school mathematics textbooks and subject-based distribution of these values. In order to analyze the mathematical values and mathematics education values in the high school mathematics textbooks that were taught in the 2019-2020 academic year, document analysis method was used. Data were analyzed by semantic content analysis. By stating which value pairs of questions belong to the subject, it is for percentage and frequency calculation. It was concluded that in the secondary education 9th and 12th math grade text books, the rationality value was emphasized more than the objectivity value. 10th and 11th math text books, the objectivity value was emphasized more than the rationality value. By the way, all math text books, rationality and objectism values are almost the same proportion. In the all math text books, the control values were emphasized more than progress value; 9th, 10th and 11th math text books, the openness value is mentioned more than mystery value which complement each other respectively. But in 12th math text book, the mystery value is mentioned more than openness value. On the other hand, after analyzing all of the text books, the mathematics education values formalistic view is more than the activist view, instrumental learning is more than the relational learning, theoretical knowledge is more than the relevance, accessibility is more than specialism and evaluating is more than the reasoning. In conclusion, it is expected that presenting the findings obtained in this research will reveal the importance of mathematical values and mathematics education values in secondary education mathematics education and create awareness in this regard.