Abstract:

The aim of this study is to analyze the questions in the fourth and eighth grade textbooks according to the cognitive areas addressed within the framework of the TIMSS 2019 program. The research was carried out with document analysis, one of the qualitative research methods. The questions in the textbooks were classified independently by both researchers, taking into account the TIMSS 2019 cognitive domains. In the findings, when we look at the distribution of the questions in the fourth grade mathematics textbook according to cognitive fields, it was determined that 42% was at the level of knowing, 46% was at the level of practice and 11% was at the level of reasoning. On the other hand, 49% of the questions in the mathematics textbook taught 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 the questions asked to students in the TIMSS exam according to cognitive domains are compared, the ratio of the questions at the knowledge and the 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 determined that 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