Examination of Problems in Middle School Mathematics Textbooks in Relation to the PISA Mathematical Literacy Framework

Sedef Çelik Demirci; Ümit Kul; Samet Korkmaz

Article Details

Examination of Problems in Middle School Mathematics Textbooks in Relation to the PISA Mathematical Literacy Framework

Authors:

Sedef Çelik Demirci | Ümit Kul | Samet Korkmaz

Publisher:

Kafkas University

Main Topics:

Mathematics Education

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.195-212

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001342472

pISSN:

2148-8940

Keywords:

Abstract:

 This research examines the extent to which mathematics problems in middle school textbooks for grades 5 through 8 align with the PISA mathematical literacy framework. The analysis emphasizes key dimensions, including content, context, cognitive processes, proficiency levels, and problem types. Utilizing document and descriptive analyses, the research evaluates textbooks published by Türkiyes Ministry of National Education for the 20232024 academic year. Results reveal significant imbalances in the distribution of content areas, with change and relationships dominating, while quantity is underrepresented. Contextual analysis shows a predominance of personal contexts, with limited occupational, social, and scientific scenarios, which restrict students engagement with real-world applications. Regarding mathematical processes, the emphasis is on procedural tasks, while higher-order cognitive skills are insufficiently represented. Furthermore, the majority of problems correspond to PISA proficiency levels 2 and 3, with minimal representation of levels 5 and 6, highlighting a scarcity of tasks designed to foster advanced mathematical competencies. These findings underscore the necessity for a more equitable integration of content areas, a broader spectrum of real-life contexts, and tasks targeting higher proficiency levels. Recommendations propose a redesign of textbooks to incorporate a wider range of cognitive demands and contextual scenarios, with the aim of enhancing students mathematical literacy and preparedness for international assessments such as PISA.

 This research examines the extent to which mathematics problems in middle school textbooks for grades 5 through 8 align with the PISA mathematical literacy framework. The analysis emphasizes key dimensions, including content, context, cognitive processes, proficiency levels, and problem types. Utilizing document and descriptive analyses, the research evaluates textbooks published by Türkiyes Ministry of National Education for the 20232024 academic year. Results reveal significant imbalances in the distribution of content areas, with change and relationships dominating, while quantity is underrepresented. Contextual analysis shows a predominance of personal contexts, with limited occupational, social, and scientific scenarios, which restrict students engagement with real-world applications. Regarding mathematical processes, the emphasis is on procedural tasks, while higher-order cognitive skills are insufficiently represented. Furthermore, the majority of problems correspond to PISA proficiency levels 2 and 3, with minimal representation of levels 5 and 6, highlighting a scarcity of tasks designed to foster advanced mathematical competencies. These findings underscore the necessity for a more equitable integration of content areas, a broader spectrum of real-life contexts, and tasks targeting higher proficiency levels. Recommendations propose a redesign of textbooks to incorporate a wider range of cognitive demands and contextual scenarios, with the aim of enhancing students mathematical literacy and preparedness for international assessments such as PISA.

 This research examines the extent to which mathematics problems in middle school textbooks for grades 5 through 8 align with the PISA mathematical literacy framework. The analysis emphasizes key dimensions, including content, context, cognitive processes, proficiency levels, and problem types. Utilizing document and descriptive analyses, the research evaluates textbooks published by Türkiyes Ministry of National Education for the 20232024 academic year. Results reveal significant imbalances in the distribution of content areas, with change and relationships dominating, while quantity is underrepresented. Contextual analysis shows a predominance of personal contexts, with limited occupational, social, and scientific scenarios, which restrict students engagement with real-world applications. Regarding mathematical processes, the emphasis is on procedural tasks, while higher-order cognitive skills are insufficiently represented. Furthermore, the majority of problems correspond to PISA proficiency levels 2 and 3, with minimal representation of levels 5 and 6, highlighting a scarcity of tasks designed to foster advanced mathematical competencies. These findings underscore the necessity for a more equitable integration of content areas, a broader spectrum of real-life contexts, and tasks targeting higher proficiency levels. Recommendations propose a redesign of textbooks to incorporate a wider range of cognitive demands and contextual scenarios, with the aim of enhancing students mathematical literacy and preparedness for international assessments such as PISA.

 This research examines the extent to which mathematics problems in middle school textbooks for grades 5 through 8 align with the PISA mathematical literacy framework. The analysis emphasizes key dimensions, including content, context, cognitive processes, proficiency levels, and problem types. Utilizing document and descriptive analyses, the research evaluates textbooks published by Türkiyes Ministry of National Education for the 20232024 academic year. Results reveal significant imbalances in the distribution of content areas, with change and relationships dominating, while quantity is underrepresented. Contextual analysis shows a predominance of personal contexts, with limited occupational, social, and scientific scenarios, which restrict students engagement with real-world applications. Regarding mathematical processes, the emphasis is on procedural tasks, while higher-order cognitive skills are insufficiently represented. Furthermore, the majority of problems correspond to PISA proficiency levels 2 and 3, with minimal representation of levels 5 and 6, highlighting a scarcity of tasks designed to foster advanced mathematical competencies. These findings underscore the necessity for a more equitable integration of content areas, a broader spectrum of real-life contexts, and tasks targeting higher proficiency levels. Recommendations propose a redesign of textbooks to incorporate a wider range of cognitive demands and contextual scenarios, with the aim of enhancing students mathematical literacy and preparedness for international assessments such as PISA.

Article Details

Examination of Problems in Middle School Mathematics Textbooks in Relation to the PISA Mathematical Literacy Framework

Authors:

Sedef Çelik Demirci | Ümit Kul | Samet Korkmaz

Publisher:

Kafkas University

Main Topics:

Mathematics Education

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.195-212

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001342472

pISSN:

2148-8940

PISA

matematical literacy

textbook

question type.

Issues

Article Details

Examination of Problems in Middle School Mathematics Textbooks in Relation to the PISA Mathematical Literacy Framework

Authors: Sedef Çelik Demirci | Ümit Kul | Samet Korkmaz

Publisher: Kafkas University

Main Topics: Mathematics Education

Journal: e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.195-212

Document Type: Article

Publication Date: 4/2025

Document Language: English

Document ID (Org No.): 2001342472

pISSN: 2148-8940

PISA

matematical literacy

textbook

question type.

Issues

Authors:

Sedef Çelik Demirci | Ümit Kul | Samet Korkmaz

Publisher:

Kafkas University

Main Topics:

Mathematics Education

Journal:

e-Kafkas Journal of Educational Research Vol.12 Issue 1, pp.195-212

Document Type:

Article

Publication Date:

4/2025

Document Language:

English

Document ID (Org No.):

2001342472

pISSN:

2148-8940