An Investigation of Tasks in the Mathematics Textbooks and Objectives in Mathematics Curriculum from 4th to 8th Grade Related with Data Content Domain According to TIMSS 2019 Cognitive Domains

Yılmaz, Nazmiye; Ay, Zeynep Sonay; Aydin, Şeyda

doi:10.14812/cuefd.745164

Cited by 4 publications

(5 citation statements)

References 23 publications

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“…For example, studies reporting the analysis of the questions in the textbooks prepared in line with these learning outcomes based on the cognitive level reported that the majority of these questions are based on the level of knowing-applying, and the number of questions at the level of reasoning is not sufficient (Tutak & Farımaz, 2022;Taşpınar Şener & Bulut, 2022;Yılmaz, Ay &Aydin, 2021). For example, Yılmaz, Ay, and Aydın (2021) reported that the questions in the textbooks on Data Processing learning domain are related to the applying cognitive domain, but that the learning outcomes are weighted on the level of reasoning. Yakar (2020) examined the secondary school 5 th Grade Mathematics Textbook, the curriculum objectives and whether the learning outcomes were consisted with the explanations of the outcomes.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Secondary School Mathematics Curriculum Learning Outcomes by TIMSS-2019 Cognitive Domain Skills

Bulut,

Şener

2023

TAY Journal

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This study aimed to analyze the learning outcomes in the 2018 secondary school mathematics curriculum according to TIMSS-2019 cognitive domain skills by using qualitative research method and document analysis. The study evaluated a total of 215 learning outcome statements in the Secondary School (5 th , 6 th , 7 th , 8 th Grades) Mathematics Curriculum published by the Board of Education and Discipline according to learning domains and grade level, taking into account TIMSS cognitive domain skills. Since some of the learning outcome statements in the curriculum contain more than one level, 268 outcome statements were categorized. According to the findings obtained from the research, approximately 28% of all learning outcome are in knowing, 48% in applying, and 24% in reasoning cognitive domains. The cognitive domain of knowing is mostly observed in the 5 th grade learning outcomes. The applying domain is mostly observed in the 7 th grade. The reasoning domain is observed at the highest rate in the 8 th grade while it is observed with the lowest rate in the 5 th grade. Remarkably, the applying cognitive domain is included the most in all learning domains in the distribution of the cognitive characteristics of the learning outcomes based on the learning domains. While the cognitive domain of reasoning takes place in the data processing learning domain at the highest rate; the cognitive domain of knowing is mostly located in the learning domain of numbers and operations.

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Section: Discussionmentioning

confidence: 99%

Analysis of Secondary School Mathematics Curriculum Learning Outcomes by TIMSS-2019 Cognitive Domain Skills

Bulut,

Şener

2023

TAY Journal

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“…When the literature is examined, it can be seen that the middle school mathematics curriculum is discussed within the scope of TIMSS-2015 exam (Baysura, 2017;Erdoğan, 2020), the science curriculum is discussed within the scope of TIMSS-2015 (Böyük, 2017;Pedük, 2019), science questions in the central exams is discussed in the context of TIMSS-2019 cognitive domains (Bostan-Sarıoğlan et al, 2021), TIMSS-2015 mathematics success is discussed with the help of the cognitive diagnostic model (Parlak, 2017), learning outcomes in data processing learning field is discussed in the context of TIMSS-2019 cognitive domains (Yılmaz et al, 2021), elementary school mathematics curriculum learning outcomes is discussed on the axis of TIMSS-2019 evaluation framework (Delil et al, 2020), science curriculum is discussed within the scope of the impact of the TIMSS-2007 and TIMSS-2011 monitoring exams (Yatağan, 2014), mathematics curriculum is discussed in line with the changes in TIMSS-2011 perspective (Kılıç et al, 2014), questions in the mathematics workbook is discussed in the context of the TIMSS-2019 exam (Sümen, 2021) and mathematics curriculum learning outcomes is discussed within the scope of the cognitive domains within the TIMSS-2015 mathematics framework. In most of the researches, TIMSS cognitive domain levels in the past years were discussed.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Therefore, the learning outcomes included in the mathematics curriculum should contribute to the development of students' high-level cognitive thinking skills and be able to move their reasoning skills further. However, the fact that the tasks in mathematics textbooks are mostly concentrated in the domain of cognition and applying makes it difficult for students to learning outcome high-level knowledge and skills (Yılmaz et al, 2021).…”

Section: Mathematicsmentioning

confidence: 99%

Ortaokul Matematik ve Fen Bilimleri Öğretim Programları Kazanımlarının TIMSS-2019 Değerlendirme Çerçevelerine Göre Analizi

OK,

KAYA

2024

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this research is to examine the cognitive qualities of the learning outcomes in middle school mathematics and science curricula according to grade levels and learning fields. In the study, case design, one of the qualitative research methods, was used and the data were collected with the help of document analysis technique. The learning outcomes in the middle school mathematics and science curricula published by the Ministry of National Education Board of Education and Discipline in 2018 were discussed on the axis of cognitive domains and sub-dimensions in the TIMSS-2019 evaluation frameworks. Descriptive analysis technique was used to examine the learning outcomes in the curricula. In this context, 215 outcome expressions in the mathematics curriculum and 223 learning outcome expressions in the science curriculum were evaluated. According to the findings of the study, while 46.6% of the learning outcomes in the mathematics curriculum are in the domain of knowing, 36.6% of them are in the applying, 16.8% of them are in the reasoning cognitive domain; 27.1% of the learning outcomes in the science curriculum are in the knowing, 32.4% of them are in the applying and 40.5% of them are in the reasoning cognitive domain. According to the findings, it was suggested that learning outcomes should be updated to include more metacognitive skills, and that primary and secondary teaching programs should be evaluated according to similar frameworks.

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“…Bu durumda, programdaki kazanımların sınıf ortamına nasıl yansıdığı sorusu akla gelmektedir. Örneğin bu kazanımlar doğrultusunda hazırlanan ders kitaplarındaki soruların bilişsel düzeye göre analizini bildiren çalışmalar, soruların büyük çoğunluğunun bilme-uygulama düzeyi ağırlıklı olduğunu, akıl yürütme düzeyindeki soru sayısının yeterli olmadığını bildirmektedir (Tutak & Farımaz, 2022;Taşpınar Şener ve Bulut, 2022;Yılmaz, Ay &Aydın, 2021). Örneğin Yılmaz, Ay ve Aydın (2021) veri işleme alanına yönelik ders kitaplarındaki soruların uygulama bilişsel alanına yönelik olduğunu, fakat kazanımların akıl yürütme düzeyi ağırlıklı olduğunu bildirmişlerdir.…”

Section: Tartışma Ve Sonuçunclassified

Untitled

2023

TAY Journal

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The purpose of this research is to investigate the level of Empathetic Tendency and Critical Thinking skills of students who were placed/enrolled in the 9th grade after the 2021 High School Entrance Exam (LGS) in the central district of Tokat province and to reveal the relationship between these two variables. In the research, the scanning model was used to reveal the existing situation as it is, and in addition, the relational model was used to determine the relations between the variables examined in the study. The study group consisted of 408 students. It was found that the empathetic tendency levels of 9th-grade students were slightly above average, while their critical thinking skills were below average. Empathetic tendency levels showed a significant difference according to the gender variable, but it did not show a significant difference according to the motherfather attitude variable, it was found that there was no significant relationship between empathetic tendency levels and academic achievement, but there was a negative and low-level significant relationship between empathetic tendency levels and critical thinking skills.

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An Investigation of Tasks in the Mathematics Textbooks and Objectives in Mathematics Curriculum from 4th to 8th Grade Related with Data Content Domain According to TIMSS 2019 Cognitive Domains

Cited by 4 publications

References 23 publications

Analysis of Secondary School Mathematics Curriculum Learning Outcomes by TIMSS-2019 Cognitive Domain Skills

Analysis of Secondary School Mathematics Curriculum Learning Outcomes by TIMSS-2019 Cognitive Domain Skills

Ortaokul Matematik ve Fen Bilimleri Öğretim Programları Kazanımlarının TIMSS-2019 Değerlendirme Çerçevelerine Göre Analizi

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