Classification of the 6th-8th grade mathematics textbooks geometry, data and chance questions according to TIMSS' cognitive levels

Abstract

Due to recent developments in mathematics education around the world and Turkish students' low ranking on international comparisons, elementary Turkish mathematics curriculum was revised in 2005. The purpose of this study was to compare the cognitive domains required for questions in the 6th-8th grade mathematics textbooks, published before and after the reform, using TIMSS 2007 cognitive assessment frameworks. The analysis was done on the geometry, data and chance content domains. The results of this study indicate that 10% of geometry and 20% of data and chance questions in the textbooks published prior to and after the reform were classified as reasoning type questions. It is known that mathematics teachers mostly use textbooks as their teaching material in the classroom, and prefer solving questions from textbooks. If we offer large variety of questions requiring reasoning skills in the textbooks, as well as students' learning opportunities and may have a positive effect on students' performance on global comparisons.