Does Algebra Curriculum Develop Cognitively Advanced Critical Minds? Comparative Analysis of Türkiye and the U.S. Mathematics Textbooks

Year 2025, Volume: 24 Issue: 3, 1297 - 1320, 30.07.2025

Orhan Kaplan

https://doi.org/10.17755/esosder.1592018

Abstract

Türkiye and the United States have the largest mathematics score gaps between bottom- and top-performing eighth-grade students compared to other countries in the 2019 Trends in International Mathematics and Science Study (TIMSS). Yet, the U.S. students, on average, have higher mathematics achievement. To explore this difference, this study aims to assess the alignment of Algebra content, the incorporation of higher cognitive demands and dimensions of algebraic critical thinking (namely, logical thinking, argumentation, deductive reasoning, critique, and critical judgment) in 6th to 8th grade mathematics textbooks in Türkiye and the United States. The analysis was conducted on 219 and 225 solved algebraic examples, respectively. Content analysis method was used to quantify content alignment, cognitive demands; and algebraic critical thinking. The analysis revealed a moderate level of alignment in solved algebraic examples across subtopics in Türkiye and the United States textbooks. Although both sets of textbooks had a high presence of examples with lower-level cognitive demands, the U.S. textbooks had a relatively more balanced distribution of cognitive demands across examples and subtopics. Except for logical thinking and deductive reasoning, critical thinking dimensions are underrepresented in both sets of textbooks. The implications of the surprising findings are discussed.

Keywords

Algebra , Critical thinking , Cognitive demand , Opportunities to learn , Textbook Analysis

Ethical Statement

It was deemed ethically appropriate with the letter dated 11.09.2023 and numbered 365035 of Gaziantep University Rectorate Ethics Committee.

Cebir Müfredatı Bilişsel Olarak Gelişmiş Eleştirel Zihinler Geliştiriyor mu? Türkiye ve ABD Matematik Ders Kitaplarının Karşılaştırmalı Analizi

Abstract

Türkiye ve Amerika Birleşik Devletleri, 2019 Uluslararası Matematik ve Fen Eğilimleri Araştırması'nda (TIMSS) diğer ülkelere kıyasla en düşük ve en yüksek performans gösteren sekizinci sınıf öğrencileri arasında matematik başarı farkının en yüksek olduğu iki ülkedir. Bununla birlikte, ABD'li öğrenciler ortalama olarak daha yüksek matematik başarısına sahiptir. Bu farklılığı araştırmak için bu çalışma, Türkiye ve Amerika Birleşik Devletleri'ndeki 6-8. sınıf matematik ders kitaplarında cebir içeriğinin uyumunu, daha yüksek bilişsel gereksinimlerin ve cebirsel eleştirel düşünme boyutlarının (yani mantıksal düşünme, argümantasyon, tümdengelimsel akıl yürütme, eleştiri ve eleştirel yargı) dahil edilmesini değerlendirmeyi amaçlamaktadır. Analiz sırasıyla 219 ve 225 çözülmüş cebir örnekleri üzerinde gerçekleştirilmiştir. İçerik analizi yöntemi, içerik uyumunu, bilişsel gereksinimleri ve cebirsel eleştirel düşünmeyi ölçmek için kullanılmıştır. Analiz, Türkiye ve Amerika Birleşik Devletleri ders kitaplarındaki alt öğrenme alanları arasında çözülmüş cebir örneklerinde orta düzeyde bir uyum olduğunu ortaya koymuştur. Her iki ders kitabında da düşük seviyeli bilişsel gereksinimlere sahip örneklerin yüksek oranda bulunmasına rağmen, ABD ders kitaplarında bilişsel gereksinimlerin örnekler ve alt öğrenme alanları arasında nispeten daha dengeli bir dağılımı vardır. Mantıksal düşünme ve tümdengelimsel akıl yürütme dışında, eleştirel düşünme boyutları her iki ders kitabı setinde de yeterince temsil edilmemektedir. Şaşırtıcı bulguların sonuçları tartışılmıştır.

Keywords

Cebir , Eleştirel düşünme , Bilişsel gereksinim , Öğrenme fırsatları , Ders kitabı analizi

Ethical Statement

Gaziantep Üniversitesi Rektörlüğü Etik Kurulu’nun 11.09.2023 tarih ve 365035 sayılı yazısı ile etik açıdan uygun görülmüştür.

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