Abstract:

In today's world, where digitalization is inevitable and necessary, it is extremely important to raise individuals with digital competence. For this reason, it is of great importance that textbooks, which are important instruments of the education environment, are prepared in a way that contributes to digital competence skills. The aim of the study carried out in this context is to determine to what extent digital competence is included in secondary school mathematics textbooks. Document analysis, one of the qualitative research methods, was used in the study. The documents of the study consist of eight secondary school mathematics textbooks belonging to different publishers and being taught in public schools in the 2022-2023 academic year. The documents determined within the scope of the research were analyzed with the content analysis technique using a technology-supported qualitative data analysis software. The analysis of the data was based on the content, learning areas, and DigComp 2.2 framework that included digital competence. The results obtained from the study show that textbooks generally do not pay much attention to DigComp dimensions, more digital competence is included in the textbooks of MoNE Publications compared to the textbooks of other publishers, but in general, the concept of digital competence, which has an important place in the curriculum, is not sufficiently included in secondary school mathematics textbooks. In line with the results obtained from the study, suggestions were made to textbook authors and researchers.

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