Examination of skill-based mathematics questions in the context of LGS, LGS workbook, teacher and student opinions

The purpose of this study is to examine the mathematics questions in the High School Transition System (LGS) exam held in 2018-2022 and in the LGS workbook of the Ministry of National Education in the context of skill-based questions and to determine the opinions of teachers and students about skill-based questions. This research is a case study within qualitative research methods. Document analysis method was used to examine the mathematics questions in the High School Transition System (LGS) exam held in 2018-2022 and in the LGS workbook in the context of skill-based questions. In order to examine the skill-based nature of the mathematics questions in the 2018-2022 LGS exams, an analysis framework was created to be used in the analysis of the questions. Semi-structured interviews were conducted to determine the opinions of teachers and students regarding skill-based questions. The study group of the research was determined by the purposeful sampling method. In the 2022-2023 academic year, 20 mathematics teachers working in 4 different public secondary schools in the same district of a province in the Marmara Region and teaching 8th grades, and 31 8th grade students studying in the same secondary schools. As a data collection tool teacher and student interview forms were used. Interviews with teachers and students were analyzed using the content analysis method. As a result of the research, it was determined that both teachers and students believed that solving skill-based mathematics questions improved skills such as interpretation, problem solving, high-level cognitive skills, and looking from different perspectives, but that it negatively affected the majority of students towards mathematics and LGS. Teachers think that the time allocated for mathematics lessons in the weekly schedule is not enough to solve skill-based questions. In addition, both teachers and students stated that the number of questions in the textbooks distributed by the Ministry of Education was low and did not contain skill-based questions. In addition, it is concluded that the mathematics questions in the LGS exam held in 2018-2022 and in the LGS workbook belonging to the Ministry of Education measure similar skills.