摘要：In the historical process, scientific knowledge is constantly changing and
developing. Concepts in curricula and textbooks are also affected by these changes
and developments. The function concept is a typical example of this situation. The
concept of function gained different meanings in different historical contexts
although no clear information was found about the evolution of the concept in
curricula and textbooks in Turkey. The purpose of this study is to examine the
transposition of function concept in secondary school mathematics curricula and
textbooks in Turkey from the perspective of the historical development of the
concept from the declaration of the Republic of Turkey until today. In the study,
document analysis, which is a qualitative research method, was used. Secondary
school mathematics curricula and textbooks, which were entered into force in
Turkey from 1924 until 2017, were examined. The findings of the study show that
the function concept in mathematics curricula passed through three basic periods:
the Eulerian period (1924-1952), the Dirichletian period (1952-1974) and the
Bourbakist period (1974-2017).
关键词：curriculum; textbooks; function concept; didactic transposition; historical
perspective
