Comparative analysis of 5th-grade mathematics textbook and a widely preferred supplementary book

This study aims at revealing the similarities and differences by comparing the questions in the mathematics textbook used in the 5th grades of secondary school and the questions in a commonly preferred supplementary book for the same grade. For this purpose, the questions in these books were analysed according to their types, conceptual-procedural knowledge and the revised Bloom's taxonomy. The data source of this study, whose research model is the document analysis, is all the questions in the 5th-grade mathematics textbook and the commonly preferred supplementary book. As a result of the general evaluation of the books in the study, it was seen that the number of questions in the supplementary book belonging to the private publishing house were greater than the questions in the textbook. In terms of question types, it was found that open-ended questions were more common in both books, there were all kinds of questions in the textbook, but there were no multiple-choice and matching question types in the supplementary book. When the types of questions were considered as solved and unsolved, it was observed that unsolved questions predominated in both books, and the number of solved questions in the textbook was proportionally higher than in the supplementary book. When the distribution of the questions in the books in terms of conceptual and procedural knowledge was examined, it was revealed that the questions on conceptual knowledge were intense in both books, there was no question type for the "drawing a concept map" sub-dimension in both books, and the questions on procedural knowledge were proportionally higher in the supplementary book. When the books examined according to the revised Bloom's taxonomy, it was seen that the number of questions in the lower-level steps (remembering, understanding, applying) was higher than the questions in the higher-level steps (analysing, evaluating, creating). In addition, while there were question types for each step of the revised Bloom taxonomy in the textbook, it was found that there was no question type belonging to the evaluation and creation steps in the supplementary book.