Tez Adının Tercümesi An Analysıs Of Fractıon Tasks In Azerbaıjan Secondary School Mathematıcs Textbooks In Terms Of Cognıtıve Demand Levels and Representatıon Types

The purpose of this study is to determine the cognitive demand levels and representation types of fraction tasks (fraction, decimal notation, percentage and ratio) in Azerbaijani secondary school mathematics textbooks. The data were collected through document analysis method. The tasks were classified into four groups: explantion, example, exercise and evaluation. The cognitive demand levels of the tasks were categorised as memorising, procedures without connections, procedures with connections and doing mathematics, on the other hand the representation forms of the tasks were categorised as verbal, algebraic, model, table, graph, real life situation. The findings indicated that low and high level tasks in Azerbaijani mathematics textbooks are almost at the same rate. On the basis of grades, the the tasks requiring low and high level cognitive demand were proportionally close to each other for all grade levels, and there was a decrease in the cognitive demand levels of the tasks towards the upper grades.