Examination of LGS mathematics items according to mathematics curriculum and TIMMS framework

This study aims to examine LGS mathematics items according to the Mathematics Curriculum and TIMSS framework. For this purpose, LGS mathematics items between 2018 and 2022 were analyzed. Since the LGS mathematics section consists of 20 questions, a total of 100 items were analyzed. Document analysis technique was used in the study. The documents were accessed by the researcher from the official website of the Ministry of National Education. In data analysis, Mathematics Curriculum learning domains, TIMSS 8th grade mathematics learning domains, TIMSS cognitive domains and TIMSS proficiency levels were taken into consideration. A table was created by matching the mathematics curriculum objectives with the similar TIMSS objectives. According to the analysis of LGS mathematics items, the mathematics curriculum does not show a balanced distribution according to the learning domains, while TIMSS does not show a balanced distribution according to the learning domains. However, in general, the mathematics curriculum and TIMSS learning domains showed a similar distribution in terms of questions. When LGS mathematics items were analyzed according to TIMSS proficiency levels, it was determined that there were no questions at the lower level and very few items at the middle level. On the other hand, LGS mathematics questions were found to be at higher and more advanced levels. According to the cognitive domains, there were most items at the reasoning level and fewer items at the application cognitive domain. No questions were identified in the cognitive domain of knowing. Therefore, it was determined that LGS items did not have a balanced distribution in terms of both proficiency and cognitive domain levels in terms of the TIMSS framework.. Keywords: LGS, TIMSS, Maths