Özet:

This study investigates the social values that are incorporated into middle school mathematics curricula and textbooks. Qualitative research methodology was employed, specifically document analysis (i.e., document scanning). Descriptive analysis techniques were used to examine four textbooks - one from each grade - to identify social values. To ensure the reliability and validity of the study, two experts were included in the analysis. In the qualitative data analysis, the agreement rate between the coders was 87%. The results of the analysis showed that only a small percentage of middle school mathematics curriculum content is classified as valuable social values. Specifically, 9.25% of fifth-grade achievements, 5.08% of sixth-grade achievements, 3.92% of seventh-grade achievements, and 3.84% of eighth-grade achievements were classified as valuable social values. Although it was discovered that social values were mainly included in the fifth-grade mathematics textbook, they were also found in the textbooks for grades six through eight. Furthermore, the results revealed that responsibility was the most commonly included social value in the textbooks, while universalism, sharing, and respect were the least frequently included. Based on these findings, suggestions were provided for incorporating social values into the mathematics curriculum and textbooks.

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