Turkey, Singapore and Australia secondary school comparative analysis of questions in the field of percent in mathematics textbook

The aim of this research is to make a comparative analysis of solved examples, exercises and evaluation questions on percentages of middle school mathematics textbooks, the country are used in Turkey, Singapore and Australia. This comparison was made using Smith and Stein (1998)'s cognitive desire level definitions and Bloom taxonomy steps. In addition, the transitions between representations are examined and compared according to countries, the representations of the questions and the representations of the answers to the questions. It is examined how many steps the solutions of the questions should be realized. The research is a qualitative research, and the document analysis method was used to analyze the problem solved sample, practice and evaluation questions about percentages in textbooks. According to the findings of the research, it was observed that the most common exercise questions were included in the textbooks of the three countries. As a result of the findings examined according to the cognitive desire levels, it was found that low level questions were higher in the countries in general, and more questions were included in the unrelated transactions level in the low level. In the results of the findings examined according to the steps of Bloom taxonomy, it was seen that the most problem was in the application step and there were no questions in the textbooks of the three countries belonging to the evaluation step. In general, it was preferred in the countries to ask questions in verbal representation and to ask for answers in numerical representation. When looking at the solution steps, it is stated that 83% of the questions are in the single solution step.