@article{article_1803454, title={Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain}, journal={International Journal of Curriculum and Instructional Studies}, volume={16}, pages={106–140}, year={2026}, DOI={10.31704/ijocis.1803454}, url={https://izlik.org/JA72NN28XG}, author={Erdoğan Kayalı, Esra and Arslan, Çiğdem}, keywords={Data processing learning, Mathematical Literacy, Textbook}, abstract={<p>The purpose of this study is to evaluate the data processing learning domain in middle school mathematics textbooks from a mathematics literacy perspective. Within the scope of the research, a total of four mathematics textbooks for four different middle school grade levels approved by the Council of Education in the 2022-2023 academic year were examined. Quantitative document analysis method, was employed, and questi ons in the data processing learning domain were evaluated according to the Mathematical Literacy Analysis Framework developed by Gatabi, Stacey and Gooya and revised for this study. According to this framework, the questions were analyzed according to the components of context, mathematical problem solving, formulation, interpretation or verification. In addition, the levels of mathematical competency that should be included in the questions were examined using the “Mathematical Competency Level Classification” created by Turner, Blum and Niss. The findings showed that the data processing learning domain was mostly addressed in non-mathematical contexts in the textbooks examined, but that the mathematical problem-solving and formulation components were present at a low level. It was also found that the mathematical competency levels in the questions were mostly concentrated at Level 0 and Level 1, rarely represented at higher levels. As a result of the analyses, it was determined that the eighth-grade textbook was more effective in supporting mathematical literacy and addressed higher levels of competency compared to other grades in terms of the criteria mentioned in the findings section (non-mathematical context ratio, problem-solving strategies, mathematical competency levels, etc.). </p>}, number={1}, organization={This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.}