Comparative analysis of mathematics questions in LGS and written exams according to cognitive demand level and knowledge types

This study aims to examine the 8th grade mathematics written exam papers and the questions in the LGS mathematics exam administered between 2018-2023 according to cognitive demand levels and mathematical knowledge types. The document analysis method, one of the qualitative research methods, was used in the research. In the research findings, it was determined that the questions in the LGS mathematics exam were closely at the level of cognitive demand, both based on association and not based on association, and were in the category of mathematical knowledge that used procedural and conceptual knowledge together. The questions in the written exam papers are distributed at the cognitive demand level, at the mathematical method level that is not based on association, and at the mathematical knowledge type, more at the procedural knowledge type. It was determined that both types of exams had a very low distribution of questions at the cognitive demand level of doing mathematics. It has been determined that the questions in LGS and written exam papers do not show a balanced distribution according to cognitive demand levels and mathematical knowledge types.