Analysis of the questions in the 8th grade mathematics textbook according to TIMSS cognitive areas and program outcomes

The aim of this study is to analyze the end-of-unit questions of MEB eighth grade mathematics textbook according to TIMSS 2019 cognitive domains and mathematics curriculum acquisitions. The research method is qualitative, and the case study pattern was used. In the study, 169 items were analyzed, and analysis of these items has been made by sub levels of knowing, applying, and reasoning. In the study, the target percentages of the cognitive domains of the TIMSS 2019 items and the compliance analysis of the evaluation questions of each subject were performed. The distribution of questions in the eighth-grade mathematics textbook according to their acquisitions and the distribution analysis of these acquisitions according to the cognitive domains of TIMSS were carried out. Findings reveal that the cognitive domains of all questions in the eighth-grade textbook and the cognitive domains distributions of the TIMSS 2019 items are similar. However, on a subject basis, it was concluded that they did not show similarities with the TIMSS 2019 cognitive domains.