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ANALYSIS OF GEOMETRICAL OBJECTS TASKS IN MIDDLE SCHOOL MATHEMATICS TEXTBOOKS WITH PISA 2018 MATHEMATICS LITERACY FRAMEWORK
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Date
2022-6-17
Author
Topuz, Zehra Betül
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The purpose of this study was to show to what extent middle school mathematics textbooks in Turkey include potential requirements of mathematics literacy for geometrical objects subject tasks in the PISA 2018 Mathematics Literacy Framework. Mathematics Literacy Framework includes four aspects: process, capabilities, contextualization, and proficiency levels. In total 220 tasks were coded. Regarding the process aspect, 88.1% of the tasks was about employing mathematical concepts, facts, and procedures, 7.8% was about formulating situations mathematically, 4.1% was about interpreting mathematical outcomes. Regarding the capability aspect, 44.4% of the tasks was about ‘‘Using Symbolic, Formal and Technical Language and Operations’’, 36% was about ‘‘Representation’’, 11% was about ‘‘Using Mathematical Tools’’ and 7% was about ‘‘Reasoning and Argument’’. In relation to contextualization, 85% of the tasks were decontextualized. In relation to six proficiency levels, 68% of the task’s proficiency levels was Level 1 and Level 2 implying to carry out routine procedures.
Subject Keywords
Geometrical Objects, Textbook Analysis, Mathematics Literacy, Mathematical Processes, Context, Proficiency Levels, Geometrical Objects, Programme for International Student Assessment (PISA)
URI
https://hdl.handle.net/11511/97920
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Graduate School of Natural and Applied Sciences, Thesis
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Z. B. Topuz, “ANALYSIS OF GEOMETRICAL OBJECTS TASKS IN MIDDLE SCHOOL MATHEMATICS TEXTBOOKS WITH PISA 2018 MATHEMATICS LITERACY FRAMEWORK,” M.S. - Master of Science, Middle East Technical University, 2022.