Özet:

In line with today’s technological and scientific developments, new regulations are being introduced to the mathematics curriculum. In this sense, students are expected to develop skills such as critical thinking, inquiry and questioning, mathematical reasoning and connection, and problem solving. In this regard, PISA data has been the subject of many research studies. In this study, it is aimed to investigate the extent to which PISA proficiency levels are taken into account in the textbooks taught in the mathematics curriculum. Accordingly, the purpose of the study is to analyze the examples and questions used in elementary-level mathematics textbooks in secondary education according to PISA mathematics proficiency levels. Two mathematics textbooks in 11th grade, which were recommended and accepted by the Board of Education, were examined in the study. Data were collected through document analysis method. Research has shown that the levels of the examples in the textbooks examined were not equally distributed across all levels. It was observed that the levels of the examples and the questions were mostly clustered at the 3rd and 4th levels in general, and that there was also a sufficient number of questions at the 2nd level. However, there was an insufficient number of questions at 1st and 5th levels, and there were almost no questions at 6th levels. In order to promote mathematical literacy level, which is very important in mathematics achievement of the students, it is of great importance to prepare the contents of the textbooks taught in schools in accordance with PISA mathematical proficiency levels.

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