Investigation of Activities in Primary School Mathematics Course Book According to the Intellectual Development Principles
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https://doi.org/10.46291/ISPECIJSSHvol5iss2pp129-143Keywords:
Primary school 1 math textbook, Bruner, Intellectual development principles, activityAbstract
The aim of this study is to examine the activities given in the primary school first grade mathematics textbook according to the principles of intellectual development. Document analysis method was used in the study. Primary school mathematics 1 textbook, which is used as a textbook in public schools in the 2020-2021 academic year, was used as the document. The data were analysed using descriptive analysis method. In the descriptive analysis, the theoretical framework of intellectual development principles given in Bruner (1966) was used. With the help of this framework, the activities given in the textbook were classified according to the codes of enactive, iconic and symbolic modes. In an activity, the use of one, two or three of these modes together was examined. According to the findings obtained from the research, it was concluded that there are mostly activities involving iconic mode in all learning areas in the textbook. Symbolic modes are the most common form of mode after iconic modes. It is seen that the activities including the enactive-iconic modes are mostly in the field of learning geometry and the least number of operations outcomes. It has been found that the proportion of activities involving enactive-iconic-symbolic levels activities are high. Activities where three modes are used together can contribute to students' multifaceted learning of the concept. In this respect, the hierarchical order in Bruner's intellectual development principles coincides with this principle. It can be said that it would be more appropriate to start from the lowest level of the hierarchical level in Bruner's model in terms of almost every acquisition in terms of intellectual development of primary school 1st grade students being at the beginning of the learning process. In this respect, it can be suggested that the textbooks should be rearranged and teachers design their learning processes in this direction.
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