Textbooks have an important role in the effective implementation of curricula. Despite the technological progress, textbooks continue to be an indispensable part of the educational environments. For this reason, the textbooks must be prepared in accordance with the curriculum. From here, it is aimed to investigate geometry topics in primary school mathematics textbooks and workbooks according to Bruner's cognitive development principles. In this context, the geometry activities in primary school mathematics textbooks and workbooks, which were used in 2016-2017, were examined through documentary analysis. The descriptive analysis technique was used in the analysis of the data. As a result of the research, it is seen that there are more imaginary representation in the textbooks and workbooks. The number of activities in textbooks which are practiced from students, is rather small. In student textbooks and workbooks, activities that involve enactive and imaginative according to Bruner's cognitive development principles can be given more space.

Bruner’s cognitive development, textbooks and workbooks, primary school