Monitoring the reflections of skill-based questions at the intersection of mathematics and daily life skills on the teaching process from the perspective of teachers and students

With the 2018 LGS exam, question structures have changed in our country. These question structures, described as skill-based questions, have taken their place in classrooms. As a result of this change and innovation in teaching environments, it is aimed to determine the effects of skill-based questions on teachers and students, and to examine the role of parents in this process from the perspective of teachers and students by describing the process of interpreting these effects with their readiness and experiences. For this purpose, phenomenology, a qualitative research model, was used. The participants of the research consist of 7 mathematics teachers and 7 students (8th grade) working in secondary schools in Elazig. In order to reach the opinions of teachers and students about skill-based questions, an individual interview was conducted with each participant. The data collected with semi-structured forms were analyzed with the descriptive analysis method. Teachers stated that skill-based questions are questions that require reading comprehension skills and made definitions regarding the internal features of the questions. They stated that skill-based questions shape the teaching process, from the teaching method to the lesson plan. However, they stated that the students had difficulty in reading and understanding these questions, and although they developed negative attitudes towards the questions by developing fear, uneasiness and anxiety, these questions contributed to the students' thinking skills. It is among the findings that there is a parental influence on students' approaches to skill-based questions and that they cannot help in solving skill-based questions. Students stated that skill-based questions are questions that require reading comprehension and that they affect the teaching and learning processes, from studying to attitudes towards mathematics lessons. It is among the findings that although parents provide various opportunities for skill-based questions, they cannot provide the necessary assistance in solving these questions. In the study, it was concluded that skill-based questions affected the teaching process and exposed teachers and students to some innovations. Suggestions are presented in the light of the study findings.