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.
Orkun et al. (Wed,) studied this question.