An analysis of 5ᵗʰ-grade mathematics tasks in Turkish and Singaporean textbooks according to revised Bloom's taxonomy and de Lange's context framework

Date

2025-12-01

Author

Atila, Özge

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The purpose of this study was to examine the mathematical tasks related to numbers and algebra in the 5ᵗʰ-grade mathematics textbooks prepared in line with The Century of Türkiye Education Model and to compare these tasks with those in the 5ᵗʰ-grade mathematics textbook used in Singapore. The Revised Bloom’s Taxonomy and de Lange's contextual framework were used in the analysis process. The findings showed that the tasks in the textbooks of both countries were largely concentrated at the levels of “understanding,” “applying,” and “analyzing,” thus indicating that students are mostly confronted with tasks that activate medium-level cognitive processes. The majority of the tasks were found at the level of “applying” in both countries’ textbooks, then “understanding,” followed by “analyzing.” While the Turkish mathematics textbooks contained no tasks targeting higher-order cognitive processes of “evaluating” and “creating,” Singaporean textbooks also had a negligible percentage of such tasks at both levels. This was a significant shortcoming in the textbooks of both countries. In terms of context usage, the analysis revealed that “no context” tasks were more common than other context types in both Türkiye and Singapore; in addition, tasks containing “camouflage context” were found to be more common in Türkiye than in Singapore. Tasks containing “relevant and essential context” were found to be quite limited in both countries. Singaporean 5ᵗʰ-grade textbooks had a wider distribution in terms of task variety and number and covered all cognitive levels. In contrast, Turkish 5ᵗʰ-grade textbooks were found to give more space to tasks at the “analyzing” level, one of the higher cognitive levels.

Subject Keywords

5ᵗʰ-grade Mathematics Textbook, Revised Bloom’s Taxonomy, de Lange’s Context Framework, Document Analysis

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https://hdl.handle.net/11511/118310

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Graduate School of Natural and Applied Sciences, Thesis