Özet:

Abstract         The aim of this study is to analyze the knowledge on graphics within middle school mathematics from an anthropological perspective. The study, which was carried out in framework of the Anthropological Theory of the Didactic, conducted a document analysis with the purpose of determining the institutional qualities of middle school mathematics. In this context, the study examined a variety of documents including mathematics curriculums that are used in Elementary Mathematics Special Teaching Methods institutions in addition to middle school mathematics course books, books on mathematics instruction, and the notes taken by faculty members. The data that were obtained from document analysis were analyzed with ecological and praxeological approaches. Based on the ecological approach, the study identified the qualities of institutional recognition by revealing the habitat and function (niche) of the graphic knowledge in its institution, while the praxeological approach revealed the mathematical organizations consisting the types of graphic-related tasks in the institution, techniques, the technologies that explain the technique, and the theories which explain and defend the necessity of the technology. The study concluded that the use of graphics as a goal, a tool, and both as goal and tool the institution was addressed to the instruction of subjects (ratio and proportion, percentage, curves, equations and inequalities, equation systems, functions, statistics, and probability) in numbers and operations, algebra and data processing learning fields, for the improvement of mathematics literacy, problem-solving, communication, association, and psycho-motor skills. The research institution employed three mathematical organizations (graphic reading and interpretation, graphic creating, making appropriate conversions between graphics) including 11 types of tasks in total.

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