The analysis of 9th grade mathematics textbook's questions according to learning areas and Revised Bloom's Taxonomy

The aim of this study is to examine the knowledge and cognitive levels of the exercise and end-of-unit evaluation questions in the 9th grade mathematics textbook according to the Revised Bloom's Taxonomy (YBT) and the cognitive levels of the achievements in the mathematics curriculum according to the Revised Bloom's Taxonomy (YBT).It is thought that the present study will contribute to the holistic understanding of the questions in the textbook, which is used as a measurement tool in the mathematics course. The research was carried out with document analysis, one of the qualitative research methods. In this direction, the 9th grade mathematics textbook, which was accepted as an educational material with the letter dated 18.04.2019 and numbered 8 by the Ministry of National Education Board of Education and Discipline in Turkey, was used. Using the document analysis method, 327 questions in the mathematics textbook were examined according to the knowledge and cognitive dimensions of the Revised Bloom Taxonomy. Each of the questions was examined by classifying them according to the field of mathematics learning. The acquisitions in the mathematics curriculum were examined by considering the cognitive dimension of Bloom's Taxonomy. The data obtained were independently coded and analyzed by an expert in the field. Thus, it is aimed that the research is reliable by providing consistency between the coders. The factors affecting the learning process can be grouped under three main headings: learner, teacher and environment. In order to increase the efficiency of the learning process, the learning environment in our country should be made effective and efficient. All students should be offered the same opportunities.It is important that the Ministry of National Education and the Board of Education and Discipline take care to prepare the textbooks so that they can be used as an effective material in the classroom environment. As a result of the performance shown in national or international exams, it is important to realize the achievements in order to increase the mathematical literacy of Turkey. Looking at the results of exams such as PISA, it is seen that Turkey is in the lower ranks. What do such tests measure to increase math achievement? And how did it measure? It is important to know the part of education and to make preparations for it in terms of educational efficiency. It is necessary to determine with what kind of questions and with what level of questions PISA measures problem solving skills in terms of mathematics, and to provide mathematics motivation and develop problem-solving skills and strategies in order to prepare students for questions at this level. In this context, it is expected that the distribution in Mathematics textbooks will be balanced by considering the knowledge and cognitive dimensions of the Revised Bloom Taxonomy. When the 9th grade Mathematics textbook familiarization and evaluation questions are evaluated in general according to YBT, the maximum application level is 102 (31.2%), understanding level is 80 (24.5%), remembering step is 56 (17.1%), The analysis step consists of 59 (18%) and 30 (9.2%) evaluation steps. When we look at the knowledge dimension, it is seen that there are mostly 133 (40.7%) conceptual and operational 117 (35.8%) questions. It is seen that there are 57 (17.4%) questions in the factual dimension, and that met cognitive questions constitute 20% (6.1) of all questions. When the achievements in the mathematics curriculum are evaluated as a whole, 34.1% of the questions are in the application, 29.3% in the analysis and 12.2% in the evaluation dimension. In addition, little gains are seen at the 4.9% creating and 2.4% remembering steps. In the Mathematics Education Program published by the Ministry of National Education, there are 6 learning areas in total: logic, algebra, trigonometry, linear algebra, probability-statistics and basic mathematics (MEB, 2018). It was examined how the questions asked in the textbooks were distributed depending on the learning area. In the findings of this study, it is revealed that 55.3% of the questions in the mathematics curriculum belong to the field of Numbers and Algebra, 35.1% to Geometry and 9.4% to the field of Data, Counting and Probability. While most of the questions belong to Numbers and Algebra learning domain, very few of them belong to Data, Counting and Probability learning domains. Numbers and Algebra learning area has a remarkable percentage when viewed proportionally. At the end of the examination, it was seen that there were no questions at each step. In the same way, it was seen that the gains examined were at various stages. Although most of the achievements of some units were at the upper level, it was observed that the questions included in the textbook remained at the lower levels. When the questions were classified according to the mathematics learning areas, it was seen that the questions belonging to the Numbers and Algebra learning area were given more space when compared to the other learning areas. It is suggested that the levels of the questions that determine the realization of the achievements should be prepared in parallel with the levels of the achievements. It is suggested as a suggestion to include questions at all levels in order to reach students of all levels.