Readability of Texts in Secondary School Mathematics Course Books


Gökhan ÇETİNKAYA, Arzu AYDOĞAN YENMEZ, Tuğba ÇELİK, İlknur ÖZPINAR

Abstract


This 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 levels.

Keywords


Readability, Comprehensibility, Mathematics course books.

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About this article

Title

Readability of Texts in Secondary School Mathematics Course Books

Keywords

Readability, Comprehensibility, Mathematics course books.

DOI

10.20448/journal.522.2018.44.250.256

Date

2018-07-31

Additional Links

Manuscript Submission

Journal

Asian Journal of Education and Training
Vol 4, No 4 (2018) Page: 250-256

Online ISSN

2519-5387

Statistics

61 Views | 72 Downloads

Citations

Authors & Affiliations

Gökhan ÇETİNKAYA
Pamukkale University, Faculty of Education, Department of Turkish Language Education
Turkey

Arzu AYDOĞAN YENMEZ
Niğde Ömer Halisdemir University, Faculty of Education, Department of Mathematics and Science Education
Turkey

Tuğba ÇELİK
Niğde Ömer Halisdemir University, Faculty of Education, Department of Turkish Language Education
Turkey

İlknur ÖZPINAR
Niğde Ömer Halisdemir University, Faculty of Education, Department of Mathematics and Science Education
Turkey


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Asian Journal of Education and Training
Online ISSN: 2519-5387

 

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