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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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Published: 19 September 2022

An Examination of the Core Values in Fifth Grade Mathematics Textbooks

Sena Yıldız Mutlubaş, Abdurrahman Şahin

Ministry of Education (Turkey), Pamukkale University (Turkey)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

10.31014/aior.1993.05.03.557

Pages: 431-444

Keywords: Textbook, Curriculum, Core Values, Mathematics, Teaching

Abstract

A textbook is of a proper medium for conveying curricular values to students. The aim of this study is to examine how math textbooks reflect the core values stated in the curriculum. Selected by homogeneous sampling technique, the data sources of this qualitative study consisted of two (one official and one private) fifth-grade math textbooks. All elements (e.g., text, visuals, exercises, questions) in the textbooks were analyzed through content analysis technique, employing the core values as a preliminary outline. Findings revealed that the both textbooks included all the core values in the curriculum with varying frequencies across values. The most frequently reflected values were patriotism and responsibility while the least was honesty. The values of friendship, patience, justice, love, helpfulness, and respect were represented in moderate frequencies in both textbooks. The frequencies of representations regarding values were mostly parallel in official and private publications. Teachers must play a complementary role for the underrepresented values during teaching.

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