The using of shape and conceptual knowledge in secondary school mathematics textbooks

The fact that geometric figures show the concept and shape properties together is a situation that should be examined because of affecting the geometric reasoning process. The interaction of shapes and concepts in questions and activities containing geometric figures in the math textbooks can be one of the factors affecting the geometric reasoning process of the student. Many theories have been put forward on the development of geometric reasoning in individuals, and one of these theories is Fischbein's (1993) Figural Concept Theory, which is considered cognitively. In this study, it is aimed to examine secondary school mathematics textbooks within the framework of Figural Concept Theory. For this purpose, the questions and activities in 10 mathematics books accepted as textbooks by the Ministry of National Education were examined. In the study, case study and document analysis techniques from qualitative research methods were used. As data sources, secondary school mathematics textbooks were accessed via EBA in 2020. As a data collection tool, a rubric for evaluating the interaction of shape and concept, prepared by the researcher within the framework of the Figural Concept Theory, was used. According to the characteristics specified in the rubric, the items were matched with the predetermined themes. Analysis of the data was carried out independently by the researcher and a mathematics education PhD specialist. According to the findings obtained in the study, it was seen that the activities in the books were predominantly concept-weighted, and the questions were in balance between the concept and figure weights. In the analysis of the study, the findings of the expert and the researcher were revealed and the coefficient of agreement between them was calculated as 92%. The obtained data were analyzed by descriptive analysis method. As a result, it can be said that there is a shape and concept interaction in secondary school mathematics textbooks due to the weight of concepts in the questions and activities in the textbooks.