An analysis of Türkiye century maarif model 5th grade middle school mathematics textbooks in terms of mathematical and mathematics educational values

The aim of this study is to examine the mathematical values and mathematics educational values included in the 5th-grade middle school mathematics textbooks. Within this scope, Middle School and Imam Hatip Middle School Mathematics 5 Textbook Part 1 and Middle School and Imam Hatip Middle School Mathematics 5 Textbook Part 2, published by MEB (2024), were analyzed. Since these textbooks are consecutive volumes, the reporting was carried out on a unit basis.The scope of the research was limited to the analysis of the textbooks' content sections, activities and performance tasks, solved examples, reinforcement and practice questions, topic tips, introductory and cover pages, QR codes related to topics, unit and end-of-topic tests, problems, and questionnaires. For data analysis, the value indicators developed by Seah (1999, 2011) were used, and classifications were made based on these indicators through the descriptive analysis method. In this respect, the study has the characteristics of qualitative research. In the study, the frequency and percentage of the occurrence of mathematical and mathematics educational values in the textbooks were identified. Frequency and percentage tables showing the distribution of complementary value pairs across the units were prepared, and examples from the textbooks related to these values were reported. The findings revealed that, in terms of mathematical values, rationalism, control, and clarity values appeared more frequently compared to their complementary pairs—objectivity, progress, and mystery. Regarding mathematics educational values, explanation, creation, effort, process, and application values were found to occur more frequently than their complementary pairs—exploration, recall, enjoyment, product, and operation. Additionally, the ICT (Information and Communication Technologies) value was observed in 100 different sections of the textbooks. When analyzed on a unit basis, the values were most frequently found in the units Geometric Figures, Numbers and Quantities (1), and Operations and Algebraic Thinking, whereas they were least represented in the units From Data to Probability and Geometric Quantities. In light of these findings, it is expected that this study will contribute to future research on mathematical and mathematics educational values.