Abstract:

In this study, representation types placed in the secondary school mathematics textbooks were determined and the transitions between these representations were analyzed in the context of in-class and out-of-class activities. Being qualitative in nature, this study utilized document analysis method to analyze the transitions between representations in secondary school mathematics textbooks. According to research findings, while textbooks contain algebraic representations most, they have significant distributions in verbal and model representations. On the other hand, it is noteworthy that the table, graphic and real life representations are included in the textbooks in a very small proportion. Looking at the transitions between representations, it is seen that the relationship between the representations in the class activities is in significant proportions between algebraic, verbal and model representations. Similarly, in out-of-class activities, the relationship between the representations appears to be in significant proportions between algebraic, verbal and model representations. In addition, secondary school mathematics textbooks prefer tables, real life and graphic representations in the solution of the questions both in- and out-of-class activities.

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