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ERIC Number: EJ904896
Record Type: Journal
Publication Date: 2010-Feb-23
Pages: 25
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1473-0111
An Analysis of the Turkish New Elementary Mathematics Curriculum and Textbooks in Terms of the Presentation of Geometric Concepts
Toptas, Veli
International Journal for Mathematics Teaching and Learning, Feb 2010
It is widely accepted that learning becomes more enduring and deeper if geometric concepts are presented in various orientations and dimensions in textbooks. The purpose of this study was to examine how geometric concepts are presented in the Turkish elementary mathematics curriculum and the textbooks in terms of sizes and orientations. For this purpose, the elementary school mathematics curriculum and two sets of textbook series were examined. Results showed that the presentation of the geometric shapes and concepts in both curriculum and textbooks was not systematically handled. It seems that a more systematic approach could be applied in designing the activities for geometry learning. Implications for mathematics education, curriculum design, and textbook writing were discussed. (Contains 4 tables.)
Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey