Comparative analysis of LGS math questions and PISA math questions

The purpose of this study is to present the similarities and differences between the maths questions in the LGS exam applied from primary to secondary education and the maths questions in the PISA exam, which is an international benchmark. The questions discussed with this purpose have been analyzed at the size of the knowledge of the updated Bloom Taksonomin and the dimensions of the cognitive process. The model of this research, a qualitative study, is the document review. The data set for the research is based on LGS maths questions implemented in 2017-2018, 2018-2019, 2019-2020 and 2020-2021 academic year, and PISA maths questions implemented and published in 2000, 2003, 2006 and 2012. A total of 147 questions, 80 from LGS and 67 from PISA, have been analyzed. The questions were analyzed in the literature and in accordance with the theoretical framework created by taking expert views. According to the research findings, LGS and PISA maths questions have all been found to be similar to the fact that they are conceptual and transactional information dimensions at the size of their knowledge, and vary in terms of their distribution rates. In the cognitive process size, all LGS and PISA maths questions have been found to be in the steps of understanding, implementation and analysis, and the most common problem in both exams is in the application step. It has been determined that the questions differ in terms of the distribution ratios to the understanding and analysis steps, and that the LGS exam provides more analysis steps, and the PISA exam provides more understanding-level questions. Given that the LGS exam affects the knowledge and knowledge required by students, it is recommended to improve the qualifications of national exams so that individuals can become mathematicians in the global order.