Relations between mathematics test questions and computational thinking skill components

In this research, it is aimed to reveal the conceptual relations that point to the actual existence of computational thinking skill components in the structural features and solutions of mathematics test questions. For this purpose 160 math test questions asked in the university entrance exams in our country between 2018 and 2021 were examined. In addition, in order to make a solution-oriented analysis, the student solutions obtained as a result of the application of the practice question booklet, which was created by selecting 30 of these questions applied to 8 different students studying at the 11th grade were used. In this research document analysis method with a qualitative approach was used. Under this method, the content analysis was used to reveal the conceptual relations between the structural features and student solutions of mathematics test questions, and computational thinking skill components. For the codes created for classification during content analysis, the definitions and explanations of the skill components of the problem-solving dimension in the conceptual framework of computational thinking, compiled with a descriptive method from the related literature, were used. These components consist of 7 different skills: data processing, algorithmic thinking, abstraction, decomposition, pattern recognition-modeling, testing-debugging, generalization-automation. As a result of the research; A total of 17 classifications were made, 5 for the pattern recognition-modeling skill and 2 for each of the other skills in order to associate the math questions according to their structural features with computational thinking skill components. As for the student solutions; a total of 14 classifications were made, 1 for the decomposition skill, 3 for the abstraction skill, and 2 for each of the other skills. Thanks to these classifications, reflections of computational thinking skill components were revealed in the structural features of math test questions and student solutions, and it has been concluded that the perspective of computational thinking skill components is applicable in math test questions.