The new technological developments and applications can make mathematics teaching and learning more understandable and meaningful when used appropriately. Many researchers agree that there are many different ways to integrate technology into mathematics learning and teaching. For instance, textbooks are in a transition process from hard copy to interactive electronic book (e-book). In this sense, e-books have great potential on students’ mathematical understanding and cognition if they are designed appropriately.

Studies reported that mostly teachers’ preference is highly visualized-content books (Freitas, 2007) rather than traditional formatted textbooks. Research indicates that textbooks have an important role in implementation of curriculum and instruction because teachers mostly arrange their classroom contents and activities by following the textbooks (Thomson & Fleming, 2004). In this sense, textbook analysis is indispensable because it allows seeing the insight of teaching and learning in any fields (in this case mathematics). While some textbooks analyses emphasized the content coverage (Fuson, Stigler, & Bartsch, 1998), some paid attention on pedagogical principles for teachers (Mayer, Sims, & Tajika, 1995).  

The Turkish Ministry of National Education has attempted to increase the quality of the Turkish education system with reforms (Erbas & Ulubay, 2008). In 1997, the compulsory education increased from five to eight years. Recently, in 2012, the duration of compulsory education increased from eight to twelve years. In addition to these educational reforms, the textbooks have been in development and transition process from hard copy to e-books in tablets for all students from 5^th to 12^th grades. To do so, Ministry of Turkish Education of Turkey has announced FATIH project to provide multi-touch tablets to every students from 5^th grade to 12^th grade, and integrate the tablets into the classroom teaching and learning in most subjects including math.

The purpose of this paper is to analyze graphical representations of a current 6^th grade Turkish mathematics textbook (Turkish Ministry of National Education, 2010) in terms of its type and quality. According to the FATIH project website (FATIH, 2011), this analyzed current textbook’s content will be used as primary content resource for the new e-books in new tablets for students. The purpose for these e-book designs is to enrich the PDF form of the current textbook with interactive multimedia elements within multi-touch tablets (FATIH, 2011). Thus, the examination of this math textbook with GAP is critical because this will indicate how well graphics form and functions are, how useful the graphics, and how the integration of the graphics and text is (Slough, Cavlazoglu, Erdogan, & Akgun, 2012) in the most recent and commonly used 6^th grade math textbook in Turkey.  In addition, results and suggestions from this study will inform current e-book developers to create the best possible and appropriate design. Hence, this study will be helpful in seeing how good integrated graphical representations and textual materials are in the current math textbook. Then, recommendation for future e-books developments for tablets will be helpful seeing how this current math textbook can provide rich educational products for teaching and learning math in new e-books.

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