Analysis of secondary school mathematics textbooks in terms of connecting skills

The aim of this research is to examine 8 secondary school mathematics textbooks used as textbooks in different regions in Turkey in terms of mathematical connection and acquasiation -based connection. In this research, document analysis, one of the qualitative research techniques, was used as a method. The data source of the research is 8 mathematics textbooks approved by the Ministry of National Education for the students in the 2020-2021 academic year. The contents in the textbooks were examined in 4 types: connection with real life, connection with different disciplines, connection between different representations of the concept and connection between concepts. In addition, a context-based classification of connection types, which are reclassified depending on whether these connection types are in or out of mathematics, their number and quality, has been defined. This classification consists of homomorphic connection, isomorphic connection, endomorphic connection, automorphic connection and out of acquasiation connection. The learning contents in the books were examined through these two classifications. As a result of the research, although there was a change in the number of association types in the textbooks, associating with real life and inter-concept connection were mostly included, at least associating with different disciplines, as the grade level increased, the number of connection between concepts increased, and among the books with the same grade levels, there were similar association types. It was concluded that the most isomorphic connection and the least out of acquasiation connection were made in the majority of the acquisition-based association types. In addition, TIMSS cognitive domain levels, which include acquisitions with connection, differ according to learning domains. About half of all connection are at the application level, one fifth is at the knowing level, and one third is at the reasoning level.