The Extent to which Geometry Content in Palestinian Mathematics Textbooks and British Cambridge Textbooks Satisfy Multiple Representations as Suggested the Lesh Mode: An Analytic Study

This study aimed at comparing the extent to which the geometry content of both the Palestinian Mathematics Textbooks and the British Cambridge textbooks for grades (6-8) satisfy the standards the Lesh Model of Multiple Representations. The study used the qualitative analysis approach. It employed two standard analysis instruments based on Lesh Model of representations. Each consisted of two tools; one was used to assess the part dealing with content presentation, whereas the second was used to assess the part dealing with applications. The reliability and validity of both instruments were established. The results showed that Palestinian books and British Cambridge books were not in line with the Lesh model, because their content focused on specific representations only. On the other hand, there were stronger verbal and symbolic representations, images and figures, weaker real-life representations, inefficient 3-D modeling, and weak to non-existent translation between many forms of multiple representations Keywords: Lesh Model of Multiple Representations, mathematical representations, math textbooks, Cambridge books, Palestine