DOI: 10.17522/balikesirnef.1720683 ISSN: 1307-6086

Examination of the Tasks in the Mathematics Textbooks of Middle Schools in the Context of Mathematical Creativity

Merve Yazoğlu Yılmaz, Alaattin Pusmaz
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Creativity has emerged as a significant element in curricula developed over the past few years. Mathematical creativity is crucial for enabling individuals to take responsibility for their own learning, adapt to the rapidly changing global environment, and develop innovative thinking skills. In this context, creativity has been an important component of the curriculum developed over the past few years. Accordingly, textbooks designed for these curricula are expected to foster and enhance students' mathematical creativity. This study aimed to identify the potential of tasks in seventh and eighth-grade mathematics textbooks prepared in accordance with the 2013 and 2018 Middle School Mathematics Curricula to encourage mathematical creativity. Eight textbooks for 7th and 8th grades, published by the Ministry of National Education and private publishing houses in accordance with both curricula, were examined. Document analysis was used to evaluate the tasks (including problems, activities, and sample questions) in the textbooks. As a result, it was determined that textbooks prepared in accordance with the 2018 Middle School Mathematics Curriculum were more effective at fostering mathematical creativity. This study revealed which components of mathematical creativity are emphasized in textbooks and which need improvement. The results of this study are expected to be useful for educators and textbook authors. Furthermore, it can provide valuable information to curriculum development teams, improving instructional design and program effectiveness.

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