Analysis of secondary school mathematics textbooks according to PISA mathematical literacy framework

Purpose: The aim of this study is to examine the secondary school mathematics textbooks recommended by the Ministry of National Education (MoNE) according to the mathematical literacy framework of PISA (Program for International Student Assessment). Method: In the study, data were collected using document analysis, one of the qualitative research methods. The questions in the MoNE 5th grade, 6th grade, 7th grade and 8th grade mathematics textbooks are coded one by one and published by OECD (Organization for Economic Co-Operation and Development) to be analyzed in the context of PISA mathematical literacy. "Mathematical Literacy Competence Levels", "Mathematical Content Components", "Mathematical Processes Components" and "Context Components" were used to analyze the qualitative research methods using descriptive analysis method. Results: According to the findings obtained in the research, the most common Mathematical Literacy Sufficiency Level 2 in the questions included in the 5th grade mathematics textbook; most viewed content quantity; using/executing the most common process math; the most common context is social. The most common Mathematical Literacy Sufficiency Level 2 in the questions included in the 6th grade mathematics textbook; most viewed content quantity; using/executing the most common process math; the most common context is occupational. The most common Mathematical Literacy Sufficiency Level 3 in the questions included in the 7th grade mathematics textbook; most viewed content quantity; using/executing the most common process math; the most common context is personal. The most common Mathematical Literacy Sufficiency Level 2 in the questions included in the 8th grade mathematics textbook; most common content space and shape; using/executing the most common process math; the most common context was determined personally. Conclusion and Suggestions: According to the findings obtained as a result of the research, the majority of the questions in the secondary school mathematics textbooks were at low levels in terms of PISA mathematical literacy levels. In addition, the contexts, processes and contents of the questions in the books were not evenly distributed in terms of sub-dimensions. It was thought that this situation in the mathematical content might be a result of the curriculum. It is recommended that the questions in the books that will be taught in the future should be written in a level and distribution that will support mathematical literacy.