The secondary mathematics teachers' opinions on skill-based questions and investigation of their in-class practices

The aim of this research is to examine the opinions of middle school mathematics teachers on skill-based questions frequently encountered with the LGS exam implemented in 2018 and to observe the reflections of these skill-based questions in the classroom. The research consists of two stages. While the opinions of middle school mathematics teachers on skill-based questions were examined in the interview part of the research, the classroom reflections of skill-based questions were observed in the observation part. The case study method, which is one of the qualitative research methods, was used in the research. The study group of the research consisted of 9 teachers in the Ürgüp district of Nevşehir province in the 2022-2023 academic year. The second stage of the study was carried out with 3 teachers from among these teachers. An easily accessible sampling model was used in the research. In this study, a semi-structured interview form prepared by the researcher was used to obtain the opinions of middle school mathematics teachers on skill-based questions, and an observation form was used to examine in-class teaching practices. In the analysis of the interviews, the content analysis method, which is one of the qualitative data analysis techniques, was used. In the analysis of the observations, the descriptive analysis method was preferred. When the opinions of secondary school mathematics teachers regarding skill-based questions are summarized, it is stated that these questions require reading comprehension and interpretation skills and also include high-level analysis skills. It has been determined that students approach these questions with prejudice and have difficulty understanding and interpreting what they read, and therefore their motivation towards mathematics has decreased. Students' deficiencies in mathematical background and thinking skills cause them to have difficulty understanding skill-based questions. Teachers stated that they provide practical ways by guiding students in solving such questions. It has been stated that skill-based questions develop students' analysis, interpretation and problem-solving skills, but at the same time, they cause students to experience fear of mathematics, do not show sufficient work and lose self-confidence, thus negatively affecting their success. It has been emphasized that reading comprehension, interpretation and analysis-synthesis skills are used in solving these questions. Teachers stated that skill-based questions should be taught to students starting from primary school. There is no relationship between the mathematics curriculum and skill-based questions due to the density of the topics, time constraints and incompatibility of the achievements. It has been stated that the textbooks do not support skill-based questions sufficiently, but the sample questions book supports such questions. In addition, it has been determined that skill-based questions are generally aimed at measuring only high-level skills and are insufficient in evaluating basic mathematical skills. Teachers have made suggestions such as simplifying the outcomes, increasing the number of lessons, and making the textbooks more suitable for these questions in order to provide students with skill-based questions more effectively. When the observation results of the in-class applications of skill-based questions are examined, it has been seen that all teachers use similar attention-grabbing, motivation, review, and transition in the introduction phase of the lesson. Similarly, it has been determined that all teachers use similar methods in the stages of learning experiences and guiding students. It has been determined that the strategies, methods, and techniques used by teachers during the lesson are almost the same. Although teachers use similar tools and resources during the lesson, it has been determined that one teacher can solve 8-10 questions in a lesson hour, while other teachers can only solve 4-5 questions. It has been determined that despite the fact that all teachers have high motivation, students actively participate in the lesson in the classroom where more questions are solved and their attitudes towards the questions are positive. In the evaluation phase of skill-based questions, it was determined that in the class where more questions were solved, the teacher did group work to ensure retention, while other teachers gave homework to the students. It was concluded that the students' interest, desire and motivation in skill-based questions were high, and that the students participated more actively in solving the questions during the lesson. Keywords: Skill Based Questions, Mathematics, Secondary School Mathematics Teachers