Ortaokul Matematik Ders Kitaplarındaki Metinlerin Okunabilirliği ve Anlaşılabilirliği Üzerine Öğretmen-Öğrenci Görüşleri

Abstract

It is not only the student's responsibility to understand a text. Whether or not the texts presented to students are prepared in accordance with their level directly affect the comprehensibility of the text. Many formulas have been developed to measure the readability of texts. The sentence length is one of the important variables in the readability formulas. The case study method was used in this study and 5 th , 6 th , 7 th , 8 th grade mathematics textbooks which were published by private publishers and approved by Ministry of National Education in 2017-2018 academic year were analyzed. In this context, the relationship between the readability scores of the texts at the level of knowledge, questions and solutions in the middle school mathematics textbooks and the comprehensibility of these texts were investigated. In this regard, the views of 18 mathematics teachers and 181 students at the 5 th , 6 th , 7 th and 8 th grades were taken on the comprehensibility of low, medium and high readability of knowledge texts, questions and solution texts. The students generally found the texts to be readable at a level that would not obstruct the understanding, and the teachers found it to be easily understandable. On the other hand, the students generally found the texts to be understandable at the medium and good level and generally understandable. Results showed that, teachers, except for the structure of the text in the middle school textbooks, want to; be increased the number of the daily life problems; be reduced the use of intensive symbols, and be increased the problems that are appropriate for their age and experience. Moreover, the students, except for the structure of the text in the middle school textbooks, want to be used multiple representations.

Text Readability Level Investigation about Biology Subjects-related Units in 'Science 7 Textbook'

“…When the studies given above are evaluated in general, it is seen that all of them are for Turkish textbooks and the readability level of the texts is suitable for the student level. However, there are studies that examine textbooks in the field of social sciences (Ulu-Kalın & Koçoğlu, 2017), mathematics (Çelik, Çetinkaya, & Yenmez, 2020), geography (Geçit, 2010) and sciences (Çepni et al, 2001;Güven, 2010;Tekbıyık, 2006) on readability in our country. However, it is noteworthy that the number of studies examining the readability level of the texts in the textbooks in terms of biology subjects is quite limited.…”

Determination of the Readability Levels of the Texts Related to Biology Topics in the Science Textbook-6

“…There are many studies on the readability of textbooks belonging to different subject areas, along with the above examples of biology subjects (Bağcı & Ünsal, 2013;Benjamin, 2012;Çelik et al, 2020;Tekbıyık, 2006). The common conclusion reached in these studies is the necessity of developing formulas suitable for the Turkish language structure.…”

“…Because textbooks are one of the most important materials that present the information on the subjects in the curriculum in a regular and planned manner, as well as guiding as a source of information and educating the students in line with the objectives of the course (Karamustafaoğlu, Salar & Celep, 2015). In other words, textbooks are a mirror and visible face of the curriculum because they are prepared on the basis of curriculum and they are tools that embody learning outcomes generally stated abstractly Determination of the Readability Levels of the Texts Related to Biology Topics in the Science Textbooks are the basic element of educational environments because they are portable and stable and can be used without the need for another power source, unlike other electronic course tools (Çelik et al, 2020;Sunday, 2014). For this reason, they are the most frequently used tools by teachers in the classroom environment (Çakıroğlu, 2015).…”

Türkçe ders kitaplarındaki metinlerin okunabilirlik özelliğinin incelenmesi

“…Bu araştırmaların bir bölümü farklı yazarlara ait edebi metinler hakkındadır (Çeçen ve Aydemir, 2011;Özgü Koçağan, 2012;Teke, 2016, Rada, 2016Kayabaşı, Yılmaz ve Doyumğaç, 2016;Ziya, 2019;Çinpolat, 2019). Türkçe ders kitapları dışında fizik (Tekbıyık, 2006), biyoloji (Köse, 2009), kimya (Mirzalar Kabapınar, 2006), sosyal bilgiler (Hızarcı, 2009; Ulu Kalın ve Aydemir, 2017; Ulu Kalın ve Koçoğlu, 2017), dil ve anlatım (Erdem, 2011), Türk dili ve edebiyatı (Şimşek ve Çinpolat, 2021), fen ve teknoloji (Çakmak ve Çil, 2014), coğrafya (Ulu Kalın ve Topkaya, 2009; Yılar, 2020) ve matematik (Çelik, Çetinkaya ve Yenmez, 2020) ders kitaplarının okunabilirlik nitelikleri üzerine de araştırmalar yürütülmüştür. Ancak bu araştırmalar içinde yoğunluğu Türkiye'de farklı sınıflar için hazırlanan Türkçe ders kitaplarındaki metinlerin tamamı ya da bir bölümü için yapılan okunabilirlik hesaplamaları oluşturmaktadır (Temur, 2002;Çiftçi, Çeçen ve Melanlıoğlu, 2007;Zorbaz, 2007, Solmaz, 2009Demir ve Çeçen, 2013, İskender, 2013, Bağcı ve Ünal, 2013Karatay, Bolat ve Güngör, 2013;Durukan, 2014;Mirzaoğlu ve Akın, 2015;Baş ve İnan Yıldız, 2015;Çakıroğlu, 2015;Bolat, 2016;Özdemir, 2016;Bozlak, 2018;Bora, 2019;Özçetin ve Karakuş, 2020;Şakiroğlu, 2020).…”