Examination of problems in middle school mathematics textbooks in relation to the PISA mathematical literacy framework

Basit Öğe Kaydı
dc.authorid0000-0002-9242-8009
dc.authorid0000-0002-3651-4519
dc.authorid0000-0002-1815-8872
dc.contributor.authorÇelik Demirci, Sedef
dc.contributor.authorKul, Ümit
dc.contributor.authorKorkmaz, Samet
dc.date.accessioned2025-10-09T10:42:00Z
dc.date.available2025-10-09T10:42:00Z
dc.date.issued2025
dc.departmentAÇÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü
dc.description.abstractThis 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.
dc.identifier.doi10.30900/kafkasegt.1487506
dc.identifier.endpage212
dc.identifier.issue1
dc.identifier.startpage195
dc.identifier.urihttps://hdl.handle.net/11494/6020
dc.identifier.volume12
dc.indekslendigikaynakTR-Dizin
dc.institutionauthorid0000-0002-9242-8009
dc.institutionauthorid0000-0002-3651-4519
dc.language.isoen
dc.publisherKafkas Üniversitesi, Eğitim Fakültesi
dc.relation.ispartofKAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectPISA
dc.subjectMatematical literacy
dc.subjectMiddle school textbook
dc.subjectProblem types
dc.titleExamination of problems in middle school mathematics textbooks in relation to the PISA mathematical literacy framework
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
6020.pdf
Boyut:
606.75 KB
Biçim:
Adobe Portable Document Format
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.17 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

TR-Dizin İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Bölümü Koleksiyonu