Examining the relationship between skill-based math questions and higher-order thinking skills

The purpose of this study is to examine the relationship between skill-based questions and higher-order thinking skills in line with teachers' views. The study group consists of 12 secondary school mathematics teachers selected among the mathematics teachers working in the Elbistan district of Kahramanmaraş province in the 2022-2023 academic year. The research method was determined as a phenomenological study from qualitative research methods. In the study, the general characteristics of the participants and an interview form consisting of 13 open-ended questions were applied. Descriptive analysis method was used to analyze the data obtained. As a result of the study, it was revealed that skill-based questions and reading were positively related, skill-based questions positively affected students with good academic level, while they negatively affected students with low academic level. Poorly written skill-based questions were found to create prejudice on students. It was revealed that higher-order thinking skills are encountered in all areas of our lives, offer us different perspectives, and that we often resort to higher-order thinking skills when questioning, analyzing and analyzing. Participants associated skill-based questions with analytical thinking the most among higher-order thinking skills. It was concluded that the part-whole relationship was included in the questions, analyzed and the questions were examined. Skill-based questions and higher-order thinking skills are related to the questions asked in daily life.