An investigation of middle school mathematics textbooks' number and operations learning domain items according to PISA mathematics proficiency levels

The purpose of this study is to examine the extent to which all items in the learning domain of numbers and operations in the 5th-8th grade mathematics textbooks taught in schools in the 2022-2023 academic year reflect the PISA mathematics literacy contexts and proficiency levels. PISA mathematics literacy contexts and the level indicators of the numbers and operations learning domain adapted from the PISA mathematics proficiency levels scale by the researcher were used in the examination of the textbooks. There are a total of six levels in this scale. Document analysis, a qualitative research method, was used in the study. A total of four books were analyzed by determining the MoNE publications for each grade level. According to the findings obtained from the research, it was seen that the majority of the questions in the books examined did not have a context and that the proficiency levels were at the 2nd and 3rd level and that there were no questions at the 5th and 6th level. It was determined that the levels of the questions were not distributed evenly according to the grade levels and most of the questions were at the lower and middle levels. In addition, it was observed that the majority of the questions were not in the context of real life and that there were questions at the middle and lower levels. It was suggested that in the new books to be prepared, questions should be distributed evenly according to contexts and levels, more questions in the context of real life should be included in the books and questions at higher levels should be included.