Visual Elements in the Learning Area of Geometry and Measurement in the 5th Grade Textbook

Guler Tuluk, Irfan Dagdelen


Many tools are used in the transfer of information. One of these tools is textbooks. Visual aids are used frequently in books. visual elements in the history of the Ministry of Education approval of EBA in Turkey opened for use in a 5th grade math textbooks in this research are discussed. These visual elements; classified as photographs, illustrations and graphical representations. Visual elements should be examined not only in terms of picture quality but also in terms of quality. The study wants to contribute to secondary school teachers' providing their students with conceptual and productive learning opportunities by looking at visuals. In the 2018-2019 year 5th grade mathematics textbook, the way visual elements are used and evaluated in different contexts is questioned through the measurement learning area related to geometry and geometry. There are different classifications for different learning areas related to visuals. In this study, visual elements used in mathematics textbooks are discussed in terms of accuracy, connectivity (association), clarity and contextuality. The results of the study show that these classes, expressing different opportunities for learning through visual elements, have a pervasive effect from the mathematics teaching and learning process to teaching knowledge to develop curriculum. The contextuality of the photographs, illustrations and graphic representations used in the books should be increased. Photographs and illustrations used in this way will contribute to conceptual understanding. Visuals should also be reviewed in terms of accuracy, connectivity (association) and clarity.

Keywords: Visual Elements, Textbooks, Geometry and Measurement learning area.

DOI: 10.7176/JSTR/7-03-06

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ISSN (online) 2422-8702