Investigation of 8th grade mathematics textbook questions and examples according to TIMSS cognitive domains

The aim of this study is to reveal the distribution of questions and examples in 8th grade mathematics textbooks according to TIMSS cognitive domains and their changes over the years. Exploratory sequential design, one of the mixed research methods, has been used in the study. In the first stage of the research, the questions and examples in the textbooks have been classified according to TIMSS cognitive domains by using the document review pattern, one of the qualitative research methods. In the second stage, the Chi Square test was applied to the quantitative data obtained by descriptive analysis of the classification results, and the changes in the textbooks according to their sections (examples, exercises, unit evaluation), years and learning areas have been examined. The data sources of the research is five 8th grade mathematics textbooks approved by the Ministry of National Education in Turkey. These are the textbooks used in the 2012-2013, 2016-2017 and 2022-2023 academic years. The characteristic feature of these academic years is that different examination systems and curricula have been used. Questions and examples in the textbooks have been classified according to the criteria table prepared on the axis of the cognitive domains presented in the TIMSS frameworks. As a result of the research, questions and examples at minimum reasoning level have been found in the textbooks studied. In recent years, there has been an increase in the proportion of questions and examples at the knowing level and a decrease in the proportion of questions and examples at the applying and reasoning level in the textbooks. No significant difference has been found in the TIMSS cognitive domain distributions of the questions and examples in the textbooks used in the same academic years. However, the cognitive distribution of questions and examples in the textbooks used in the 2012-2013 academic year differs statistically significantly from the textbooks used in other academic years. It is thought that these differences may be due to changes in curricula.