Investigation of PISA mathematical literacy proficiency levels of university exam questions with MEB approved textbooks within the scope of derivative sub-learning area

Objective: This research was conducted to examine the PISA mathematical literacy proficiency levels of MEB approved textbooks and university exam questions within the scope of the 12th grade Derivative sub-learning area of high school education. Material and Method: Document analysis method was used in the research. Within the scope of the derivative sub-learning area, the questions in the High School Education Mathematics 12 Textbook (OM12), Science High School Mathematics 12 Textbook (OFLM12), 3 Steps AYT Mathematics (3 Steps AYT) and Mathematics 12 Skill-Based Activity Book (M12BTE) and the questions asked in university exams (ÜSS) between 2018 and 2023, were analyzed according to the PISA 2018 mathematical literacy proficiency scale. First, the distribution of the questions according to materials and topics and the distribution of the questions in the textbooks according to their content structure were examined. Then, it was comparatively examined how the proficiency levels of the questions differ according to the materials in which the questions were included, the subjects in the Derivative sub-learning field, and the content structures of the textbooks. Findings: It is observed that the questions in 3 Steps AYT and ÜSS have a more balanced distribution among the topics compared to the questions in other materials. While Example, Practice and Measurement- Evaluation content structures are included in both textbooks, It's Your Turn and Technology questions are included only in the OFLM12 book and at low rates compared to other content structures. 427 questions in the OM12 book and 339 questions in the OFLM12 book were examined, and both textbooks contain the most Sample questions followed by Practice questions. As a result of the examination of the materials, lower level questions are found only in OM12 and OFLM12 textbooks at similar rates. Medium-level questions are found at most in the OM12 textbook and at least in the M12BTE book. While higher- level questions are mostly included in the M12BTE book and then in ÜSS, they are least included in the OM12 textbook. As a result of the examination conducted by topics, lower- level questions are found in the topics of Limits and Continuity and Instantaneous Rate of Change and Derivative. Lower- level questions were given more space in the topic of Limits and Continuity. Medium- level questions are found most in the topic of Limits and Continuity and least in the Applications of Derivative topic. High-level questions are found most in the topic of Applications of Derivative and least in the topic of Limits and Continuity. As a result of the examination made according to the content structures, lower- level questions are found only in Example, Practice, and Measurement and Evaluation content structures. Lower- level questions are found mostly in Example content structures and least in Measurement and Evaluation content structures. Medium-level questions are found in all content structures except Technology. Medium-level questions were included most in the It's Your Turn content structure and least in the Measurement and Evaluation content structures. High-level questions are found most in Technology content structure (all high- level), followed by Measurement and Evaluation, and least in Example and Practice content structures. While the rates of high- level questions in Example and Practice are similar, the rate is higher in Practice content structure. Conclusion: As a result of the data analysis process conducted on 899 questions by materials and topics, and on 766 questions by content structures, it was observed that high- level questions were the most and lower- level questions were the least included. Questions were mostly at level 5, followed by level 4, and least at level 1. As a result of the examination made according to the materials; Since the rates of middle and high level questions in M12BTE and 3 Steps AYT books are closer to the rates of middle and high level questions in ÜSS compared to the textbooks, it can be said that the questions in these materials predict ÜSS better than the textbooks. As a result of the examination made according to the subjects; It was observed that as the topics progressed, the rates of lower- level questions in the topics decreased and the rates of higher- level questions increased. It is thought that this may be related to the subjects becoming more difficult as they progress and the mathematical skills required by the questions becoming more complex and deepened. As a result of the examination made according to the content structures; Since the rates of high- level questions in Technology and Measurement- Evaluation content structures are higher than in other content structures, it can be said that the questions in these content structures predict ÜSS better than other content structures. Keywords: PISA, Mathematical literacy, Derivative learning area, Mathematics Textbook, University exam questions