Contexts used for real life connections in mathematics textbook for 6th graders

The aim of this study is to examine the real life connections in the mathematics textbook for 6th graders and to identify how the contexts used in these connections are handled depending on learning areas. Document analysis of qualitative research methods was used in the study. The results of the study revealed that almost half of the activities (46.6%) in the textbook was connected with real life. The contexts used in these real life connections were analyzed by categorizing them under two different context types: weak and rich context. It can be concluded from the results of this research that the weak contexts were mostly utilized (68.4 %) in real life connections. When these contexts were analyzed on the basis of the learning area itself, it was revealed that weak contexts are frequently employed in the learning area of algebra, while rich contexts are most commonly used in the learning area of data processing

Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices

The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers’ self-reported practices, challenges, and efforts while they were trying to support their students’ learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers’ practices and revealed the existing inequalities among the schools, classrooms, and students. Students’ lack of participation, teachers’ limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss. </p