This study investigated the problem-solving strategies used in solving problems in the learning domain of numbers and operations in mathematics textbooks for Turkish middle schools.
To this end, four middle school mathematics textbooks published by the Ministry of National Education of Turkey (MEB in Turkish), one from each grade level (Grades 5–8), were examined. The data in this document analysis study were analyzed using semantic content analysis.
The findings revealed that mathematics textbooks' most used problem-solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.
This study points out how problem-solving strategies used Grades 5-8 mathematics textbooks in a different culture like Türkiye. So, it may also give some important clues for applying problem-solving strategies in mathematics classrooms in a different culture.
This study may draw the attention of educational stakeholders and textbook authors who want to understand and implement problem-solving strategies in mathematics classrooms by considering a different cultural perspective.
This study may point to the importance of using problem-solving strategies in mathematics and daily and social learning environments due to the nature of mathematical problem-solving and problem-solving strategies.
This document review study examined the problem-solving strategies used in Turkish middle school mathematics textbooks, and the data were analyzed using semantic content analysis. The findings revealed that mathematics textbooks' most used problem solving strategies for each level were drawing a figure (diagram), writing equality and inequality, making a table and making a systematic list. Drawing a diagram (figure) strategy was the most used strategy at each grade level, while working backwards was the least used one. Another finding was that finding a pattern and solving a simpler analogous problem strategies were rarely used at each grade level.
