Abstract:

The preparation of the lesson books, which are one of the most important materials of the teaching-learning process, is greatly concerned today. In this study, the objective is to explore the problems presented in the geometry units of the 5th-class math class lessons in Turkey and Kazakhstan in terms of the location and use of the drawings, to explain what similarities and differences between the books are. Research methods were used in the study. As a result of the study, in the geometry units of the 5th-class mathematical curricula in Turkey and Kazakhstan, more problems involving the transition of "grafik-geometric object", "geometric object-geometric object", while less problems involving the transition of "grafik-grafik", "geometric object-grafik" have been placed. In addition, it is revealed that, unlike the Turkish book, the geometry problems presented in the book of Kazakhstan are not given according to a certain ranking, which means that there is no transition from the field of physical work to the field of geometry work. While the two kinds of concepts in the book of the two countries include problems that require more verbal concepts, it has been determined that a very small number of problems that require optical processes of functional concepts are placed.

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