Study of the 4th grade mathematic exam questions within the scope of cognitive domains; an comparative analysis with TIMSS exam questions

Mathematic is one of the most important branches of the science which exists with humanity and the important of it increases every day. The achievement level of students in the field of mathematic and geometry seems not to be desired level in the research reports including Turkey such as TIMSS and PISA. The purpose of this study was to show the comparison of fourth grade mathematic exam questions with TIMSS exam questions and with the curriculum. In this study, Istanbul city was the universe, 3 primary schools randomly selected in Bahçelievler district were the sample. The qualitative method was used in this research. Mathematic exam questions applied to fourth grade students in 2012-2013 academic year were used as a data source. These questions were analyzed by document analysis technique and compared with as an allocated time for learning areas in MEB curriculum and with the cognitive domains involved in the TIMSS 2011 test. The results of semi-structured interviews which were conducted with 50 elementary school teachers were analyzed by the content analysis technique which was done to see the measurement and evaluation level of teachers. In the Ministry of Education guide books, advised time to use for the units was 52% for numbers, 44% from geometric shape and measuring, 4% from data display area and there was no consistency between the exam questions and curriculum. Comparing in cognitive domain of TIMSS test, 40% of questions from knowledge level, 40% of it from application and 20% of questions form reasoning. Investigated exam questions included 67% from knowledge level, 18% of from application level and 15% of it from reasoning level and there was no consistency between the results of TIMSS and exam questions. According to the interview form data that was applied to teachers; the majority of the teachers go over the subject in case of success percentage was lower in the class, they did not use different teaching techniques and their knowledge level about preparing questions in cognitive level was to be insufficient.