Abstract:

The study aims to examine the frequency of realistic mathematics education principles in the fields of geometry and measurement in secondary school mathematics textbooks. The current study, which has a qualitative research design, adopted the document analysis technique. The textbooks were selected based on the criterion sampling technique. In this context, 720 geometry and measurement tasks in four textbooks by different publishers were examined. The tasks in the textbooks were analyzed according to the coding matrix prepared by the researchers. The coding matrix was constructed by considering the key principles of Realistic Mathematics Education (RME), namely activity, reality, hierarchy, interconnection, interaction, and guidance. Codes reflecting the characteristics of these principles in the textbooks were determined, and the coding matrix was created. The tasks in the selected textbooks were examined in line with the coding matrix. The coding matrix focused on capturing the essential characteristics of RME principles. The findings, including frequency and percentage values, were presented using graphical representations.The findings highlighted the varying degrees of adherence to RME principles across different grade levels. According to the results of the study, it was suggested that the number of tasks in which students can actively participate and develop their creativity and social skills should be increased in the textbooks. Thus, the content of the textbooks and the basic objectives of the mathematics curriculum can be made compatible.

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