Türkiye'nin 5.sınıf matematik ders kitabındaki etkinliklerin bilişsel istem düzeylerinin uluslararası karşılaştırılması
Özet
In this study, first, the cognitive demand levels of the activities, in the Turkish Primary School Mathematics Education Program, corresponding to the objectives, listed in the Turkish Middle School Mathematics Program for the 5th grade, were determined. These were compared to those of the activities in the 5th grade mathematics textbook, used in Turkey. Secondly, the topics that were both in the Turkish Middle School Mathematics Program for the 5th grade and in the 2011 8th grade level TIMSS were determined. Based on these topics, the cognitive demand levels of activities in the textbooks that are representative of those used in Turkey, the US, and Singapore, were determined. Qualitative methods were used. The cognitive demand levels of tasks in the textbooks of these three countries were coded according to those described in Task Analysis Guide (Stein, Smith, Henningsen ve Silver, 2000). These cognitive demand levels consist of four categories; namely, memorization, proceedures without connections, proceedures with connections, and doing mathematics. After the cognitive demand levels of the said activities were coded, the textbooks of these three countries were compaired. The results indicate that the cognitive demand levels of the activities in the 5th grade textbook, which is representative of those used in Turkey, were higher than those in the Turkish Primary School Mathematics Education Program. Based on the comparison of the cognitive demand levels of activities in the textbooks, representative of those used in Turkey, the United States, and Singapore, it was found that the percentage of activities requiring a high cognitive demand level were 66%, 29%, and 58% respectively. Those requiring the cognitive demand level of 'doing mathematics' were 14%, 8% and 17% respectively. In short, the cognitive demand levels of activities in the mathematics textbooks are a factor in the success in TIMSS; yet, they alone are insufficient in explaining this success. One of the recommendations of this study is to increase the number of activities requiring the cognitive demand level of 'doing mathematics', in the 5th grade mathematics textbook in Turkey.