USE OF THE METHOD OF CONTENT ANALYSIS OF THE CONTENT OF SCHOOL TEXTBOOKS ON ALGEBRAFOR THE 7 CLASS

Abstract

The article examines the main requirements and criteria for conducting a content analysis of a school algebra textbook in accordance with the parameters of the analysis categories. The analysis of recent studies made it possible to: generalize the main concepts that became the basis of the conducted content analysis; to find that the method of content analysis is not sufficiently implemented in the analysis of mathematics textbooks, and most of the analyzes were carried out using the classical method.

One of the requirements for the content of the textbook and for the entire field of "Mathematics" is the training of students who are able to quickly adapt to the demands of society, that is, learn for life. In this way, to shift the emphasis from the accumulation of software knowledge, abilities and skills to the ability to act in a practical situation and creatively approach the solution of life and professional problems. Taking this into account, the purpose of the conducted content analysis is to identify the competence orientation of the content of the textbook through the system of tasks.

In a specific textbook, the entire system of problems is analyzed and examples of solved problems are given, the text of each plot problem or example, and all available illustrations. Since the content of the textbook on algebra for the seventh grade is a task, mainly arithmetical, algebraic and problems with plot content. After performing the described actions, we compiled tables and constructed diagrams that displayed the results of the study.