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    Evaluation of questions in middle school mathematics textbooks in terms of problem solving strategies
    (Kastamonu Üniversitesi, 2024) Korkmaz, Samet; Çelik Demirci, Sedef; Kul, Ümit
    Purpose: This study aims to analyze solved problems in mathematics textbooks, focusing on both general and specific problem-solving strategies. By conducting a detailed analysis of each general strategy, the study seeks to provide a comprehensive evaluation of the problem-solving approaches presented in the textbooks. Design/Methodology/Approach: The document analysis method was utilized in this study. Solved problems from the mathematics textbooks published by the Ministry of National Education (MoNE) for 5th, 6th, 7th, and 8th grades during the 2023-2024 academic year were examined. Data were collected using the “Solved Problems Checklist” and “Problem-Solving Strategies Determination Form” developed by Hatay (2020). A qualitative descriptive analysis method was employed to analyze the data, with percentage and frequency values calculated to present the findings. Findings: The analysis revealed that the stages of planning and implementing a solution plan were prominently featured in the middle school mathematics textbooks. Specifically, the initial stage of understanding the problem often included visual aids such as figures, diagrams, tables, and pictures. In the planning phase, the predominant solutions involved discussions of mathematical operations. Highlights: The study’s findings indicate that while problem-solving strategies are generally emphasized in mathematics education, certain steps, such as solution evaluation, are given greater focus. Additionally, the research highlights a significant gap in the inclusion of the problem-posing stage, the final step of general problem-solving strategies, in the analyzed mathematics textbooks.
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    Examination of problems in middle school mathematics textbooks in relation to the PISA mathematical literacy framework
    (Kafkas Üniversitesi, Eğitim Fakültesi, 2025) Çelik Demirci, Sedef; Kul, Ümit; Korkmaz, Samet
    This research examines the extent to which mathematics problems in middle school textbooks for grades 5 through 8 align with the PISA mathematical literacy framework. The analysis emphasizes key dimensions, including content, context, cognitive processes, proficiency levels, and problem types. Utilizing document and descriptive analyses, the research evaluates textbooks published by Türkiye’s Ministry of National Education for the 2023–2024 academic year. Results reveal significant imbalances in the distribution of content areas, with “change and relationships” dominating, while “quantity” is underrepresented. Contextual analysis shows a predominance of “personal” contexts, with limited occupational, social, and scientific scenarios, which restrict students’ engagement with real-world applications. Regarding mathematical processes, the emphasis is on procedural tasks, while higher-order cognitive skills are insufficiently represented. Furthermore, the majority of problems correspond to PISA proficiency levels 2 and 3, with minimal representation of levels 5 and 6, highlighting a scarcity of tasks designed to foster advanced mathematical competencies. These findings underscore the necessity for a more equitable integration of content areas, a broader spectrum of real-life contexts, and tasks targeting higher proficiency levels. Recommendations propose a redesign of textbooks to incorporate a wider range of cognitive demands and contextual scenarios, with the aim of enhancing students’ mathematical literacy and preparedness for international assessments such as PISA.