It is widely accepted that the learning becomes more enduring and deeper if geometric figures are
presented in various orientations and dimensions in textbooks. The purpose of this study was to examine how the
geometric concepts are presented in the indicators of the Turkish elementary mathematics curriculum
(curriculum guidelines, textbooks and workbooks) in terms of different orientations and sizes. For this purpose,
the elementary school mathematics curriculum and two sets of textbook series were examined. Results showed
that the presentation of the geometric concepts in the indicators of curriculum (curriculum guidelines, textbooks
and workbooks) were not systematically handled. Implications for mathematics education were discussed.
Key words: textbooks, dimension, orientation, representations, curriculum
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