Full Text (PDF)
Abstract
This study aims to examine how the concept of slope is structured in middle school and secondary school mathematics textbooks on the basis of the praxeological approach within the framework of the Anthropological Theory of the Didactic (ATD). Designed as a qualitative study, ecological and praxeological analyses were conducted on nationally used mathematics textbooks through the method of document analysis. As a result of the analyses, three fundamental mathematical organizations related to the concept of slope and a total of 20 task types within these organizations were identified. These organizations were classified as determining and interpreting slope, constructing the equation of a line using slope, and interpreting slope depending on the position of the line. The findings indicate that as grade levels increase, there is a dominant praxeological progression in the teaching of slope from concrete and visually based tasks toward more abstract and analytical approaches. The results provide didactic implications regarding how the praxeological structures presented in textbooks shape students’ access to the concept of slope and reveal important consequences for textbook design and instructional decision-making in mathematics education.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 11, Issue 3, July 2026, Article No: em0270
https://doi.org/10.29333/pr/18772
Publication date: 01 Jul 2026
Online publication date: 18 Jun 2026
Article Views: 6
Article Downloads: 2
Open Access References How to cite this article