Examination of text and visual yield values in secondary school mathematics textbooks

In this investigation, it is aimed to develop the mathematics curciculum at the secondary school mathematic level from 2005 to now, in terms of values and values education and the mathematics textbooks in the last two programs and some mathematical values and to present the current situation based on the last program. For this purpose, the texts and visuals in the 5th,6th,7th and 8th class textbooks, which were accepted by the Board of Education and Discipline recommended to be read as textbooks, were examined in terms of values. The values that make up the frame are: justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, helpfulness, scientificness, aesthetics sharing, flexibility, equality, freedom, saving, rationality, communication and connection. In this context, a 'Value Analysis Form' was prepared based on the definitions made by Turkish National Education to values. In this context, the status of the values in the textbooks has been examined by taking into consideration the prepared form. Expressions of values in text and images were confirmed. The obtained data are coded and classified. Analysis process was made using MAXQDA 12 program. According to the result of the study, in the fifth grade of mathematics textbooks examined the highest value is patriotism and mathematical values are not mentioned. The most common value at the sixth grade level is 'linking up' which is a mathematical value. The most common value at the seventh grade level is honesty, responsibility and helpfulness. Mathematical values are not mentioned. At the eighth grade level, the most common values are "linking", "equality" and "helpfulness". Mathematical values are given more space than other grade levels. In the research carried out in the dimension of values defined as mathematics values, it was found that these values are related to the scientific discipline of mathematics in general; in other words the nature of mathematics. As it was produced by mathematicians who grew up in different cultures, it was determined that it differs from general educational values and is not adequately included in the textbooks. In the mathematics curriculum published in 2013, the concept of values wasn't mentioned and wasn't reflected in the mathematics curriculum. In the mathematics curriculum published in 2017, 10 different values have been included in the curriculum and it has been clearly stated in which program it will be associated. However, in 2018, our values were gathered under root values and the scope was slightly expanded, some values were taken together and patriotism took place as a value. These values are given under the name of justice, friendship, honesty, self-control, patience, respect, love, responsibility, patriotism, benevolence.