Özet:

This study aims to study the activities in the field of mathematical learning in the framework of the mathematical process standards of high school mathematics curricula. The mathematical process standards are gathered under six titles, including problem solving, problem-making, judgment-proofing, communication, association and representation. The study group constitutes all mathematical activities in the field of learning of the curriculum books that the Ministry of National Education recommends to use for the Hatay field. The preparation questions, examples, problems, events, application and evaluation questions contained in the curricula each were identified as one activity and a total of 396 activities were analyzed. The study used the method of document examination, and the activities in question were analyzed by the method of visual analysis. In the 5th class, the data of this class were not obtained because there was no gain in the field of learning. According to the findings obtained, it has been found that high school cyber activities are at the highest level of communication, at least in the problem-building. In particular, it has been noticed that the 7th-class cybersecurity activities are at a better level than the other-class levels in terms of process standards. As a result, it has been found that the cybersecurity activities contained in the high school curricula books are insufficient in terms of problem-solving, problem-building, judgment and representation standards, that class levels differ in terms of activities that reflect the mathematical process standards and that the subject narration order and the subject end activities are not consistent in terms of process standards.

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