Özet:

It is assumed that mathematical curricula, formatted according to the student's level from a linguistic point of view, will be better understood by students. A variety of formulas that measure the readability of texts have been developed. In this study, the concept of readability has been addressed by the variable length of the whole. In this study, which is planned as a state study in the Qualification Approach, published by the Ministry of National Education (MEB) and its private publishers, the Presidency of the Education and Education Council approved and in the 2017-2018 academic year in the public schools taught 5, 6, 7, 8th class mathematics curriculum books with the level of readability of the texts at the level of information, question and solution, the understandability of these texts, the student and teacher’s perspective has been questioned. In this context, 18 mathematician teachers and a total of 181 students in the 5th, 6th, 7th, 8th grade of these teachers have received opinions on the total length and comprehensibility of knowledge, questions and solutions with low, medium and high levels of readability defined by the Çetinkaya-Long readability formula. Students often find texts readable at a level that can not prevent them from understanding, while teachers find them readable at a level that can be easily understood. On the other hand, students have found the texts readily readily readily readily readily readily readily readily readily readily readily readily. When the opinions are studied, teachers, in addition to the text structure, ask for the improvement of examples from daily life in the text in the high school math classbooks; students, in addition, ask for the use of multiple representations, the reduction of intensive use of symbols, and the improvement of examples that are relevant to the age levels in life and experience.

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