Analysis of secondary school mathematics textbooks in terms of context based learning

In this study, secondary school 7th and 8th-grade mathematics textbooks and mathematics practice textbooks were examined in terms of a context-based learning approach. The study was carried out using the text analysis (document analysis) method, one of the qualitative research methods. The documents examined are the 7th and 8th-grade mathematics textbooks and mathematics practice textbooks published by the Ministry of National Education. While the selected mathematics textbooks were divided into two as lecture and measurement-evaluation, mathematics practice textbooks only contains measurement-evaluation. In the lecture part, descriptive and content analysis was carried out, taking into account the qualities that a context-based teaching material should have. Descriptive and content analysis were applied to the data related to measurement and evaluation, taking into account the Benckert criteria, which should be considered in the development of context-based problems. In the data analysis, the researcher and two other experts evaluated the data according to the determined criteria and qualifications, and the percentage of agreement between the evaluators was calculated as 90%. As a result of the data analysis, while most of the motivational information in the 7th-grade Mathematics textbook is partially suitable for the context-based learning approach, the majority of the activities are not; and none of the information in the Mati section, where the definitions and rules on the subject are given, are suitable for this approach. While most of the examples in the "Why Should We Learn" section in the 8th grade Mathematics textbook are suitable for the context-based learning approach, the majority of the examples in the "Let's Research Let's Think" and "Attention" sections are not; and lastly, it was concluded that none of the examples in the 'Let's Remember' and 'Let's Learn About' sections are suitable for this approach. While most of the problems in the "Let's Solve Together", "Unit Evaluation Questions" and "You Have the Solution" sections within the scope of measurement-evaluation in the 7th-grade Mathematics textbook are not suitable for the context-based learning approach, moreover; almost all of the problems in the "Let's Remember" section are not at all suitable for the context-based learning approach. It has been determined that most of the problems in the "Are we ready?", "Let's do it together", "It's your turn" and "Unit Evaluation" sections within the scope of measurement-evaluation in the 8th grade Mathematics textbook are not suitable for the context-based learning approach. Similarly, it was determined that the majority of the problems in the 7th and 8th grade Mathematics Applications books were not suitable for the context-based learning approach.