The comprasion of the textbooks of Turkey, Singapore and USA in terms of content and visuality, accordi̇ng to the maths subjects of 8^th grade in Turkey

At this study, it was aimed the comparison of the textbooks of Singaore that has a high success level in international exams with the textbooks of U.S. having an average success and the textbooks of 8th grades of Turkey; based on the subjects of the Maths textbooks of 8th grades in Turkey, in terms of content and visuality . This study was done by having been used document analysis which is one of the qualitative research methods. The data, that is related to the content analysis of the boks aimed to be compared in document analysis, was evaluated by being divided into different categories. At this study in which Turkey, U.S. and Singapore's Maths course books were analysed, it was first looked at the harmony of the curriculums of the countries and then it was seen that the curriculums of Turkey and the U.S. are more coherent. The number of pages of learning fields of the organization of the books was compared and it came up that U.S. gave the most place to the field of learning numbers. It resulted in that Turkey and Simgapore gave more place to the fields of Geometry and Assesment and Analysis more than the other two countries and Singapore gave more place to algebra, statistic and probability more than the U.S. and Turkey. Interior designs of the course books of the three countries were analysed one by one, similarities and differences were found. Moreover, approaches having a full knowledge of the subject were compared by dividing the subjects into learning fields. In the field of learning numbers Turkey and the U.S. used sample questions with solutions more than other approcahes. Both two countries explained the subjects and continued the process on sample questions with solutions. Singapore used self discovery most and subjects endogenised by active involvement were reinforced with sample questions. It was seen that the three countries gave place to a lot of sample questions in geometry and evaluation field. When examined the fields of algebra, statistics and probability; it is seen Singapore used self discovery approach compared to the other two countries. In this study, sample questions were analysed and other questions weren't analysed as context. While the number of sample questions in the Maths textbooks of Turkey is the most , the number of sample questions in Maths textbooks of Singapore is the least. When examined the numbers of demonstrations (pictures, tables and graphics) of these three countries, it is seen they are used most in Turkey. However it can be said that whether the demonstrations are associated with th subject or not is more important than their number. At this point, it is seen that number of unrelated demonstrations in Turkey is much and it comes out that this case can cause ambiguity or visual density. Moreover, when looked at the density of the related demonstations, it is seen that textbooks of Singapore are more simple and the visuals in the textbooks of U.S. and Turkey are more intense. As a result of the study, it can be suggested that Turkey can give place simple subjects in early years in Maths curriculum like in Singapore, the subjects needing thinking skill can be placed in later years, the Maths textbooks of the Turkey can be practical and efficient for the design of the books and sample questions can be more efficient by changing usages and the form.