Investigation and comparison of mathematics text books used in education in Turkey and Germany in terms of mathematical literacy

The purpose of this research is to compare the common subjects taught in 5th-grade mathematics textbooks in Turkey and Germany in line with the framework of horizontal analysis. In this context, it is aimed to evaluate the books in terms of mathematical literacy competencies and mathematical processes. In this study, the structural features, the number of pages devoted to the subject, content, layout, the titles, and the similarities and differences between the order of the titles of the mathematics textbooks taught in 5th grade in Turkey and Germany. Also, the books were examined under the themes of "content" and "evaluation" with reference to mathematics literacy. Document analysis, one of the qualitative research methods, was used in the study. In the analysis section, since the books taught in both countries are analyzed both in terms of integrity and suitability for mathematics literacy levels, in particular, two types of analysis frameworks are used in the research. The structural features of the book were examined according to the horizontal analysis framework. The content was also analyzed in terms of mathematical literacy. According to the findings obtained as a result of horizontal analysis; The total number of pages and the average number of pages devoted to a topic of textbooks in Germany and Turkey are different. The main structures and auxiliary structures in both country's books are different in number and function. Different approaches have been demonstrated when creating content and listing topics in the textbooks of the two countries. When the books in Turkey and Germany were analyzed in terms of their "content", the "content" question was given more space in Germany, as compared to those in Turkey. When the "content" questions in the books of both countries are examined according to the concept of efficiency, only 2.8% of the books in Germany and only 0.3% of books in Turkey were found to provide the specifics of the concept of efficiency. When the books in Turkey and Germany were compared in terms of the "Review" questions, it was observed that both of the lower-level questions were higher than the other questions. One of the differences between the books in Turkey and Germany is that high-level questions are not present in Turkey's books while they can be found in Germany's books. When the books in Turkey and Germany are compared in terms of the mathematical processes, the most used mathematical process is found to be the utilization process. While there were no questions of interpretation in Turkey's books, Germany's books have questions containing all of the three mathematical processes.