An analysis of questions in the 9th grade mathematics course books in terms of PISA mathematical literacy framework

Science literacy, mathematical literacy and reading skills of 15-year-old students are measured by the Program for International Student Assessment (PISA), which is implemented in three-year periods by the Organization for Economic Cooperation and Development (OECD). With this evaluation, early knowledge of how ready the students are for the problem situations they will encounter in their future lives is obtained. The aim of this study is to answer the questions in the 9th grade mathematics textbooks distributed to the students by the Ministry of National Education; The aim is to contribute to the studies of classifying the question levels, mathematical literacy contexts, mathematical processes, subject areas and question types according to the PISA mathematics proficiency scale and revealing their distribution, thus evaluating the status of the textbooks in this context and increasing their quality. When the questions in the books are examined, it is seen that the content category with the highest number of questions is "Space and Shape" and the content category with the least number of questions is "Uncertainty and data". While "Scientific Context" was the most preferred context type in the questions, questions containing "Social context" were almost never used. It is seen that the number of questions containing the process category of "mathematical concepts, facts, procedures and using reasoning" is considerably higher than the number of questions in the other process category types, while the number of questions containing the process category of "formulating situations mathematically" is the least. According to PISA mathematics proficiency levels, it is seen that the fifth and sixth level questions are not included, and the fourth level questions are very little. When the questions in the books are examined according to the mathematics proficiency scale, it is seen that the sum of the questions at the second and third levels constitutes 94.8% of all questions. This situation is in parallel with the mathematics proficiency level of our country stated in the PISA 2018 exam evaluation report. When we look at the distribution of the high-level questions according to the item types according to the PISA mathematics proficiency scale, which are few in the books, it is seen that the most preferred item types are "sample-solution" and "open-ended" item types. In the new books to be prepared, it is recommended to write the desired books in the context of mathematical literacy by making studies to distribute the questions in a balanced way in terms of their contexts, contents and mathematical processes and to increase the number of high-level questions.