The evaluation of secondary education entrance exam mathematics questions according to process standards

The aim of the study is to evaluate the central exam mathematics questions applied within the scope of the High School Transition System in order to determine the secondary schools where the students will be get placed, according to the five process standards published by the National Mathematics Teachers Council (NCTM) and the sub-learning areas published in the National Curriculum. The central examination, which was first administered on June 2, 2018, was also held in 2019, 2020 and 2021. This research focuses on the exam questions implemented in 2020 and 2021. In this study, which was carried out as a qualitative research, document analysis technique was used. Twenty for each year, 40 math questions in total, and their possible solutions were evaluated in detail according to the use of five basic process standards. According to the findings, it was seen that all sub-learning areas included in the exam in 2020 showed a homogeneous distribution to the questions. In 2021, it was determined that no questions were asked from the sub-learning areas of geometric objects and transformation geometry. It has been determined that the most used problem solving strategy in both years is "using variables (setting up equations or inequalities)". It was seen that there were no questions in the types of reasoning based on memorised reasoning and creative reasoning. Besides, the questions were mainly appropriate for real-world connection, non-formal language, and numerical representation. As for possible solutions to the questions, in 2020, it has been determined that the concept and the sub-concepts and the sub-concepts need to be made relation with each other, while in 2021, it has been determined that there is a need for making relation between the concepts. It was determined that more formal language was used in communication type in both years and numerical representation was used in representation type.