Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/25898
Full metadata record
DC FieldValueLanguage
dc.contributor.authorÇetinkaya, Gökhan-
dc.contributor.authorAydoğan Yenmez, Arzu-
dc.contributor.authorÇelik, Tuğba-
dc.contributor.authorÖzpınar, İlknur-
dc.contributor.editorGökhan Çetinkaya-
dc.date.accessioned2019-09-10T10:36:52Z
dc.date.available2019-09-10T10:36:52Z
dc.date.issued2018-04-01-
dc.identifier.citationÇetinkaya, G.,Aydoğan Yenmez, A.,Çelik, T. ve Özpınar, İ. (2018). Readability of Texts in Secondary School Mathematics Course Books. Asian Journal of Education and Training, 4(4), 250-256., Doi: 10.20448/journal.522.2018.44.250.256en_US
dc.identifier.issn2519-5387-
dc.identifier.urihttps://hdl.handle.net/11499/25898-
dc.identifier.urihttps://doi.org/10.20448/journal.522.2018.44.250.256-
dc.description.abstractThis study aimed to investigate the readability of the fifth-, sixth, seventh and eighth-grade mathematics course books prepared in deference to the 2017 curriculum and distributed to schools by MEB. This study utilized the descriptive document analysis which is a qualitative research method. Readability of the mathematics course books were subjected to a quantitative analysis by Çetinkaya-Uzun Readability Formula. Addressing the readability levels of the texts in secondary mathematics course books, this study performed analyses of average word and average sentence lengths of the texts in secondary school course books. These analyses showed that there is no linear correlation between grade level and word and sentence length averages. Readability scores and levels of the text in the analyzed secondary school mathematics course books are not in parallel with the grade level. Accordingly, readability scores of information and solution texts in the fifth-grade course book were lower than the scores in other grades' course books whereas readability scores of question texts were lower than the scores in all grades' course books but the eighth-grade course book. Readability levels of the text in the analyzed secondary school mathematics course book were found to be on frustration level and educational level. Course books should also include independent texts with readability scores and levelsen_US
dc.language.isoenen_US
dc.publisherAsian Journal of Education and Trainingen_US
dc.relation.ispartofAsian Journal of Education and Trainingen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectReadability, Comprehensibility, Mathematics course booksen_US
dc.titleReadability of texts in secondary school mathematics course booksen_US
dc.typeArticleen_US
dc.identifier.volume4en_US
dc.identifier.issue4en_US
dc.identifier.startpage250en_US
dc.identifier.endpage256en_US
dc.authorid0000-0001-7676-6852-
dc.identifier.doi10.20448/journal.522.2018.44.250.256-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.ownerPamukkale University-
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextopen-
item.cerifentitytypePublications-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.dept09.07. Social Sciences and Turkish Language Teaching-
Appears in Collections:Eğitim Fakültesi Koleksiyonu
Files in This Item:
File Description SizeFormat 
Readability_of_Texts_in_Secondary_School.pdf715.44 kBAdobe PDFThumbnail
View/Open
Show simple item record



CORE Recommender

Page view(s)

38
checked on May 27, 2024

Download(s)

10
checked on May 27, 2024

Google ScholarTM

Check




Altmetric


Items in GCRIS Repository are protected by copyright, with all rights reserved, unless otherwise indicated.