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Bu çalışmanın amacı; ilkokul matematik ders kitaplarında sınıf düzeyi, öğrenme alanı ve yayınevi türüne göre sosyal değerlere nasıl yer verildiğini incelemektir. Çalışmanın amacı doğrultusunda nitel araştırma yöntemlerinden biri olan açıklayıcı-tanımlayıcı durum çalışması kullanılmıştır. Veri toplamanın ilk kısmında; Milli Eğitim Bakanlığı’nın öğretmenlere elektronik doküman sağlayan, www.eba.gov.tr sitesinde yer verilen matematik ders kitapları incelenmiştir. Ders kitaplarında yer alan sosyal değerlerin analiz edilmesinde nitel veri analiz tekniklerinden betimsel analiz tekniği kullanılmıştır. Araştırmada kullanılacak sosyal değerlerin belirlenmesi için literatürde yer alan sosyal değerlere ait sınıflandırmalardan bir çatı oluşturulmuştur. Bu araştırmanın çatısı; sevgi, saygı, sorumluluk, yardımlaşma, hoşgörü, iyilikseverlik, evrenselcilik ve nezaket sosyal değerlerinden oluşmaktadır. Veri toplamanın ikinci kısmında sınıf öğretmenlerinin matematik eğitiminde sosyal değerlere ilişkin görüşlerini almak için yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Öğretmenlerle gerçekleştirilen görüşmelerden elde edilen veriler ise içerik analiz tekniği ile analiz edilmiştir. Araştırmanın sonucunda en az sosyal değere birinci sınıf düzeyinde rastlanırken, diğer üç sınıf düzeyinde ise sosyal değerlerin benzer bir şekilde dağıldığı görülmüştür. Ders kitaplarında en fazla sevgi değerine, en az ise hoşgörü değerine yer verildiği sonucuna ulaşılmıştır. Ayrıca en fazla sosyal değere “Sayılar ve İşlemler” öğrenme alanında yer verildiği görülmüştür. Sınıf öğretmenleri ise sosyal değerlere matematik kitaplarında yeterince yer verilmediğini ifade etmişlerdir.
The purpose of this study is to examine how social values are included in elementary school mathematics textbooks according to grade level, learning area and publisher. Illustrative case study method, which is a qualitative research method, was employed in accordance with the purpose of the study. In the first part of data collection; the primary school mathematics textbooks that are published on the website www.eba.gov.tr by the Turkish Ministry of National Education which provides electronic documents for teachers were examined. In order to analyze the social values existing in the primary school mathematics textbooks, qualitative data analysis method of descriptive analysis was used. In order to determine the social values to be used, a framework was created from the classifications of social values in the literature. This frame consisted of; love, respect, responsibility, solidarity, tolerance, benevolence, universalism and kindness. In the second part of the data collection, semi-structured interviews were conducted to get the opinions of primary school teachers about social values in mathematics education. The data obtained from the semi-structured interviews were analyzed with the content analysis techniques. As a result of the research, the least social value was found at the first grade level, and the other three degrees were found to be distributed in a similar way. The most common value in the mathematics text books was found to be love value. The least common value was observed to be tolerance value. In addition, it was observed that most of the social values were included in the "Numbers and Operations" learning domain. On the other hand, classroom teachers stated that social values occur less in mathematics books.
The purpose of this study is to examine how social values are included in elementary school mathematics textbooks according to grade level, learning area and publisher. İllustrative case study method, which is a qualitative research method, was employed in accordance with the purpose of study. In the first part of data collection; the primary school mathematics textbooks that are published on the website www.eba.gov.tr by the Turkish Ministry of National Education which provides electronic documents for teachers were examined. In order to analyze the social values existing in the primary school mathematics textbooks, qualitative data analysis method of descriptive analysis was used. In order to determine the social values to be used, a framework was created from the classifications of social values in the literature. This frame consisted of; love, respect, responsibility, solidarity, tolerance, benevolence, universalism and kindness. In the second part of the data collection, semi-structured interviews were conducted to get the opinions of primary school teachers about social values in mathematics education. The data obtained from the semi-structured interviews were analyzed with the content analysis techniques. As a result of the research, the least social value was found at the first grade level, and the other three grades were found to be distributed in a similar way. The most common value in the mathematics text books was found to be love value. The least common value was observed to be tolerance value. In addition, it was observed that most of the social values were included in the “Numbers and Operations” learning domain. On the other hand, classroom teachers stated that social values occur less in mathematics books.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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