kastamonu education journal Kastamonu Education Journal 2147-9844 Kastamonu University 10.24106/kefdergi.1574382 Mathematics Education Matematik Eğitimi Investigation of SACs High School Mathematics Material Based on PISA Proficiency Levels and Contexts https://orcid.org/0000-0002-9517-0381 Karabulut Ecem CUKUROVA UNIVERSITY https://orcid.org/0000-0002-2048-5207 Tarım Kamuran CUKUROVA UNIVERSITY 10 28 2024 32 4 678 691 09 10 2023 10 24 2023 Copyright © 1995, Kastamonu Education Journal 1995 Kastamonu Education Journal

Purpose: This study’s primary aim is to categorize questions from the activity forms of the algebra and number theory module in the High School Mathematics Auxiliary Course Material, published by the Ministry of National Education (MoNE) in 2021 for SACs. This categorization was based on the PISA mathematics proficiency levels and mathematical literacy contexts.Design/Methodology/Approach: The document analysis technique, a qualitative research method, was employed for this investigation. A cumulative count of 199 questions from the activity forms of 19 activities within the auxiliary course material were examined. Findings: Based on the PISA Mathematics proficiency levels, the majority of the questions were at Level 2 (41.11%), while the fewest were at Level 5 (8.12%). Regarding context, the fewest questions were in the societal context (1.01%), and the vast majority were in the scientific context (90.80%). Highlights: The study concluded that the levels and contexts of questions in the course material were not evenly distributed, even though questions from every level and context were present. It is recommended that future course materials intended for gifted students should place a greater emphasis on ensuring a balanced distribution and include a higher number of questions that demand advanced skills.

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