Akademik Veri Yönetim Sistemi
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, cilt.23, ss.46-83, 2022 (Hakemli Dergi)
The aim of this study is to analyze questions in the fourth and eighth grade textbooks
by cognitive areas addressed within the framework of the TIMSS 2019 program. The
research was performed with document analysis, one of the qualitative research
methods. The questions in textbooks were classified independently considering the
TIMSS 2019 cognitive domains. It was determined 42% was at the level of knowing,
46% was at the level of practice and 11% was at the level of reasoning in the fourth
grade mathematics textbook. Besides, 49% of the questions in the mathematics
textbook at the eighth grade level are at the level of knowing, 48% at the application
level and 3% at the reasoning level. When these rates and the distribution of questions
in the TIMSS exam by cognitive domains are compared, the ratio of questions at the
knowledge and application level in the textbooks of both grade levels is higher than
the TIMSS research; it was concluded that there were fewer questions at the reasoning
level. As a result, it was detected at both grade levels, textbooks focused on cognitive
skills of knowing and application, and there were very few questions about reasoning
that require high-level cognitive skills.