Examining LGS qestions in terms of PISA mathematics literacy

The aim of this study; It is to examine to what extent the mathematics questions of the 2018, 2019, 2020, 2021 and 2022 LGS exams applied in Turkey meet the mathematical literacy criteria. The aim of the research was not to present the LGS exam as a PISA exam, but to evaluate the PISA "Mathematics Literacy" criteria within the theoretical framework. In the research, document analysis method was used within the framework of qualitative research paradigm. Descriptive analysis technique was used in the analysis of the obtained data. For this, PISA mathematical literacy assessment criteria (content areas, real-life contexts and mathematical processes) were used. According to the findings obtained from the research, it was determined that mathematics questions included many questions questioning the space and shape learning domain, and that the LGS exam mathematics questions were not equally distributed as in the PISA application. At the same time, when the mathematics questions of the LGS exam were evaluated in the context of real life, it was determined that the questions based on real life skills that could predict the transition to real life were not asked sufficiently. As for mathematical processes, it was seen that questions expressing the reasoning and evaluation process were mainly included. As a result, it can be said that LGS exam mathematics questions do not have a balanced distribution like PISA exam. In order to prevent this situation, it is recommended that the LGS exam math questions be distributed in a balanced and harmonious way, in line with the PISA exam mathematical literacy assessment framework. Therefore, it is thought that it will affect the mathematical literacy discrimination positively.