Abstract
This study compares the newly introduced ‘Graph’ unit in the mathematics textbook for 1st grade middle school students to the 2015 revised national curriculum. The results of the study are as follows; First, we analyzed the suitability of the definition of ‘graph’ in each textbook for the first-grade level in middle school. Second, the frequency analysis of the construction and interpretation of graphs in each textbook on context, translation, approach, type, method and evaluation questions revealed a significant statistical difference. Additionally, the results of cross-analysis by graph type, textbook areas and publishers all had significant statistical differences. Finally, we examined how various graphs were encountered in composition and interpretation activities .We then qualitatively analyzed the contexts of increase and decrease of graph and that of periodic change. This study could guide students in the development of better and ideal textbooks that can be addressed in the subsequent year in a wider variety of forms related to real life, society and natural phenomena.
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