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Social Values in the Middle School Mathematics Textbooks
The purpose of this study is to examine the social values in secondary school textbooks. The case study method, one of the qualitative research methods, was used to examine the social values in the textbooks. In this study, documents and artifact collection method, one of the qualitative data collection techniques, was used in the data collection process. In this context, mathematics text books were examined which are located in www.eba.gov.tr. The Ministry of National Education provides electronic documents to the teachers in EBA. Descriptive analysis technique, one of the qualitative data analysis techniques, was used to analyze social values in the textbooks. A framework was composed from the classification of social values in the literature to determine which one of the social values must be used (Haydon, 2006; Nelson, 1974; Rokeach, 1973; Schwartz, 1992; Spranger, 1928; Sennett, 2003; Tillman, 2000). The framework of this research consists of social values such as love, respect, responsibility, cooperation, tolerance, benevolence, universalism and courtesy. At the end of the study; the most social value is given in the seventh grade textbook, while the least social value is in the sixth grade textbook. The most common values in the mathematics text books were found as responsibility value. The least common values were observed as tolerance value. In addition, except for the eighth grade textbook; the most social values are taken place in the “Numbers and Operations” learning domain.

Mathematics, textbook, social values

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