A Comparison of Mathematics Questions in Turkish and Canadian School Textbooks in Terms of Synthesized Taxonomy

Autor/inn/en	Kul, Ümit; Sevimli, Eyüp; Aksu, Zeki
Titel	A Comparison of Mathematics Questions in Turkish and Canadian School Textbooks in Terms of Synthesized Taxonomy
Quelle	In: Turkish Journal of Education, 7 (2018) 3, S.136-155 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kul, Ümit) ORCID (Sevimli, Eyüp) ORCID (Aksu, Zeki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-2858
Schlagwörter	Principals; Administrator Attitudes; International Assessment; Foreign Countries; Comparative Education; Textbook Evaluation; Cross Cultural Studies; Cognitive Processes; Thinking Skills; Taxonomy; Mathematics Instruction; Middle School Students; Achievement Tests; Elementary Secondary Education; Mathematics Tests; Turkey; Canada; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausland; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Taxonomie; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Türkei; Kanada
Abstract	The present study offers a comparative analysis of mathematics questions placed in Turkish and Canadian school textbooks in terms of cognitive process and knowledge dimension as well as the question types. In order to get the required data, eight textbooks were analyzed respectively. Document analysis was conducted to collect the data from these textbooks. In order to compare the differences and similarities between the questions found in these textbooks as well as their levels of cognitive learning, these questions were analyzed and classified according to the types of cognitive processes and knowledge dimensions they address. Mathematics questions existing in Turkish and Canadian textbooks showed a similar tendency in terms of cognitive learning domain. However, compared to the Turkish textbooks, it was found that the questions provided in the Canadian textbooks contained more constructed response questions that required higher-order cognitive abilities. It is recommended that the number of higher order thinking questions should be increased in accordance with international examinations. (As Provided).
Anmerkungen	Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01