Abstract:

This study aims to examine the level of mathematical potential in the activities included in the 7th grade mathematics textbooks used in secondary schools. The study utilizes the document analysis method to achieve this objective. The dataset for the study comprises activities from two textbooks (called Book A and B) approved by the Ministry of National Education. A total of 36 activities from Book A and 13 activities from Book B were analyzed using deductive content analysis technique. The mathematical potential of the activities were examined based on three components: depth, mathematical focus, and complexity. Each component was assessed and scored at four levels: very low (0 points), low (1 point), medium (2 points), and high (3 points). The findings revealed that activities in both books received predominantly medium and high scores in terms of the depth component. However, activities in Book B scored higher than those in Book A in terms of the mathematical focus component. The results highlighted differences in the learning opportunities provided by the textbooks through the prescribed mathematical activities. It was observed that both books had significant deficiencies, particularly in the complexity component. Furthermore, even though activities in both books shared the same context, it was found that certain activities for the same gains had different score distributions in terms of the mathematical potential components. The findings underscore the need for improvement in the complexity aspect of the activities and highlight the variations in the mathematical potential across different textbooks, despite similar contexts.

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