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A Comparative Analysis of Multiple Representation Methods in Probability Learning in Mathematics Textbooks from Different Countries

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Title: A Comparative Analysis of Multiple Representation Methods in Probability Learning in Mathematics Textbooks from Different Countries
Language: English
Authors: Orkun Coskuntuncel, Esra Gok
Source: Journal of Educational Technology. 2025 22(2):14-28.
Availability: i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Grade 5
Intermediate Grades
Descriptors: Foreign Countries, Comparative Analysis, Textbook Evaluation, Grade 8, Grade 5, Mathematics Materials, Mathematical Concepts, Secondary School Mathematics, Probability, Visual Aids, Textbook Content, Models
Geographic Terms: Turkey, France, United States
ISSN: 0973-0559
2230-7125
Abstract: In this study, the 8th grade secondary school mathematics textbook approved by the ministry in Turkey was compared with the mathematics textbooks in France and the USA in terms of the use of the multiple representation method in the probability learning domain. Document analysis, one of the qualitative research methods, was used in the study, and the textbooks were selected using the typical case sampling method since the probability learning domain was examined within the same learning outcome. The 36 examples, exercises, activities, solved questions, and end-of-unit assessment questions in the Turkish textbook, 88 in the US textbook, and 96 in the French textbook were analyzed. This study utilized multiple representation types (Lesh et al.). According to the findings of the study, the most commonly used representation type in the Turkish mathematics textbook was algebraic representation (50%), the most commonly used representation type in the French mathematics textbook was verbal representation (25%), and the most commonly used representation type in the US mathematics textbook was algebraic representation (35%). In addition, the number of activities and questions in the French mathematics textbook was higher than in other countries, and the representation types were equally distributed. However, it is noteworthy that the Turkish textbook does not include graphic representations in the probability learning domain and uses very few tabular representations. In addition, the 5th grade mathematics textbook, which was prepared according to the new education model curriculum and started to be used in the 2024-2025 academic year, was examined, and changes in the probability learning domain were noted. It is recommended to increase the number of examples, activities, and questions in the probability learning domain and the use of multiple representations in the Turkish mathematics textbook.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://www.imanagerpublications.com/article/21976/
Accession Number: EJ1485670
Database: ERIC
FullText Text:
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  Group: Ti
  Data: A Comparative Analysis of Multiple Representation Methods in Probability Learning in Mathematics Textbooks from Different Countries
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  Data: <searchLink fieldCode="AR" term="%22Orkun+Coskuntuncel%22">Orkun Coskuntuncel</searchLink><br /><searchLink fieldCode="AR" term="%22Esra+Gok%22">Esra Gok</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Technology%22"><i>Journal of Educational Technology</i></searchLink>. 2025 22(2):14-28.
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  Label: Availability
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  Data: i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
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  Data: Y
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  Data: 15
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  Label: Publication Date
  Group: Date
  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Materials%22">Mathematics Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Probability%22">Probability</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink><br /><searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: ISSN
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  Data: 0973-0559<br />2230-7125
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this study, the 8th grade secondary school mathematics textbook approved by the ministry in Turkey was compared with the mathematics textbooks in France and the USA in terms of the use of the multiple representation method in the probability learning domain. Document analysis, one of the qualitative research methods, was used in the study, and the textbooks were selected using the typical case sampling method since the probability learning domain was examined within the same learning outcome. The 36 examples, exercises, activities, solved questions, and end-of-unit assessment questions in the Turkish textbook, 88 in the US textbook, and 96 in the French textbook were analyzed. This study utilized multiple representation types (Lesh et al.). According to the findings of the study, the most commonly used representation type in the Turkish mathematics textbook was algebraic representation (50%), the most commonly used representation type in the French mathematics textbook was verbal representation (25%), and the most commonly used representation type in the US mathematics textbook was algebraic representation (35%). In addition, the number of activities and questions in the French mathematics textbook was higher than in other countries, and the representation types were equally distributed. However, it is noteworthy that the Turkish textbook does not include graphic representations in the probability learning domain and uses very few tabular representations. In addition, the 5th grade mathematics textbook, which was prepared according to the new education model curriculum and started to be used in the 2024-2025 academic year, was examined, and changes in the probability learning domain were noted. It is recommended to increase the number of examples, activities, and questions in the probability learning domain and the use of multiple representations in the Turkish mathematics textbook.
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  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2025
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  Data: <link linkTarget="URL" linkTerm="https://www.imanagerpublications.com/article/21976/" linkWindow="_blank">http://www.imanagerpublications.com/article/21976/</link>
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  Data: EJ1485670
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 14
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Textbook Evaluation
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Mathematics Materials
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Probability
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Textbook Content
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Turkey
        Type: general
      – SubjectFull: France
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: A Comparative Analysis of Multiple Representation Methods in Probability Learning in Mathematics Textbooks from Different Countries
        Type: main
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            NameFull: Orkun Coskuntuncel
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            NameFull: Esra Gok
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              Type: published
              Y: 2025
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              Value: 0973-0559
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              Value: 2230-7125
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            – TitleFull: Journal of Educational Technology
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