Examination of 8th grade mathematics textbook questions according to mathematical process skills

This research investigated the level of providing students with the opportunity to participate in mathematical process skills in open-ended, multiple choices and activities in the 8th grade mathematics coursebook which will be taught as a coursebook for a period of 5 years from 2018 and 2019 academic year. Mathematical process skills are reasoning and proof, communication, association and representation which are determined by NTCM (2000) and aimed to be given students by emphasising the importance of MEB (2013) mathematics curriculum. The research was carried out with the document analysis model, one of the qualitative research methods. The items in the "activity", "let's apply what we learned" and "unit evaluation" tests in all units in the textbook, which is the document of the research, were determined by Hunsader et al. (2014) and revised by the researcher, the Mathematical Processes Evaluation and Coding Framework (MSDKÇ) form was analyzed and the findings were reached. The findings show that open-ended, multiple choice questions and activities which is in the coursebook are not provided consistently that the level of providing students with the opportunity to participate in mathematical process skills. It can be said that mathematical communication skill is represented more than other skills. The level of representation of communication skills was determined as 96% in activities, 68% in open-ended questions and 62% in multiple-choice questions. It was observed that the levels of providing the opportunity to participate in reasoning and proof skills were very low especially in open-ended and multiple choice questions. It should be considered that mathematical process skills should be considered as a criterion in the preparation of mathematics textbooks based on research findings.