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Results show no linear correlation between grade level and these averages. Readability scores and levels for information and solution texts differ across grades, and overall readability falls within frustration and educational levels, implying course materials should include texts matched to appropriate readability.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main purpose of the study?","Question",{"text":62,"@type":63},"The study aims to investigate the readability of secondary school mathematics course books for grades five through eight prepared under the 2017 curriculum.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was readability measured in the research?",{"text":67,"@type":63},"Readability was evaluated quantitatively using the Çetinkaya-Uzun Readability Formula, focusing on average word length and average sentence length.",{"name":69,"@type":60,"acceptedAnswer":70},"What relationship was found between grade level and readability?",{"text":71,"@type":63},"The analyses indicated no linear correlation between grade level and the averages of word and sentence lengths, and readability scores were not parallel to grade level.",{"name":73,"@type":60,"acceptedAnswer":74},"What readability levels were identified for the analyzed texts?",{"text":75,"@type":63},"The text readability levels were found to be on frustration 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10.20448/journal.522.2018.44.250.256  \nReadability of Texts in Secondary School Mathematics Course Books  \nGökhan ÇETĠNKAYA1 􀀣  Arzu AYDOĞAN YENMEZ2  Tuğba ÇELĠK3   \nĠlknur ÖZPINAR4   \n1Pamukkale University, Faculty of Education, Department of Turkish Language Education, Turkey  \n2,4Niğde Ömer Halisdemir University, Faculty of Education, Department of Mathematics and Science Turkey  \n3Niğde Ömer Halisdemir University, Faculty of Education, Department of Turkish Language Turkey  \nEducation,  \nEducation,  \n(􀀣 Corresponding Author)  \nAbstract  \nThis 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 scoresand 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.  \nKeywords: Readability, Comprehensibility, Mathematics course books.  \nContribution/Acknowledgement: All authors contributed to the conception and design of the study.  \nFunding: This study was supported within the scope of BAP project titled“Readability and Intelligibility Levels of Text in Secondary School Mathematics Course Books” with number Niğde Ömer Halidemir University EBT 2018/01-HIDEP  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 251  \n2. Method ............................................................................................................................................................................................. 251  \n3. Findings ........................................................................................................................................................................................... 254  \n4. Discussion and Conclusion........................................................................................................................................................... 254  \nReferences ............................................................................................................................................................................................ 256  \n1. Introduction  \nAs one of the biggest helpers of teachers, course book is a material which significantly deter","cbCaihlRUutuQ92u","https://ap.wps.com/l/cbCaihlRUutuQ92u","pdf",732610,"English","# Introduction\n# Method\n# Findings\n# Discussion and Conclusion\n# References","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to investigate the readability of secondary school mathematics course books for grades five through eight prepared under the 2017 curriculum.\"},{\"question\":\"How was readability measured in the research?\",\"answer\":\"Readability was evaluated quantitatively using the Çetinkaya-Uzun Readability Formula, focusing on average word length and average sentence length.\"},{\"question\":\"What relationship was found between grade level and readability?\",\"answer\":\"The analyses indicated no linear correlation between grade level and the averages of word and sentence lengths, and readability scores were not parallel to grade level.\"},{\"question\":\"What readability levels were identified for the analyzed texts?\",\"answer\":\"The text readability levels were found to be on frustration level and educational level, suggesting a need for more independent texts with suitable readability.\"}]","Readability of Texts in Secondary School Mathematics Course Books - Vol. 4, No. 4 - 2018 abstract and findings | PDF",1792074883,18]