Ortaokul Matematik Ders Kitaplarındaki Görevlerin Bilişsel İstem Düzeylerine Göre Analizi

Öz

Bu çalışma, ortaokul matematik ders kitaplarındaki matematiksel görevleri, bilişsel istem düzeylerine göre ayrıntılı bir biçimde incelemeyi ve sınıflandırmayı amaçlamaktadır. Bu görevlerin, öğrencilerin eleştirel düşünme, problem çözme ve matematiksel akıl yürütme becerilerini geliştirmeye yönelik olarak tasarlanan eğitim hedefleriyle nasıl bir uyum gösterdiğini ortaya çıkarmayı hedeflemektedir. Çalışmanın deseni doküman analizidir ve ders kitaplarında yer alan matematiksel görevlerin niteliğini derinlemesine incelemektedir. Bu çalışma kapsamında, 5., 6., 7. ve 8. sınıf ders kitaplarında yer alan matematiksel görevler, Stein ve Smith (1998) tarafından geliştirilen matematiksel görev sınıflandırma çerçevesi esas alınarak değerlendirilmiştir. Veriler, içerik analizi yöntemiyle incelenmiş ve görevlerin bilişsel düzeylerine göre dağılımları değerlendirilmiştir. Sonuçlar, ders kitaplarında yer alan matematiksel görevlerin çoğunlukla bağlantısız yöntemler ve bağlantılı yöntemler düzeylerinde yoğunlaştığını göstermiştir. Buna karşın, özellikle üst bilişsel beceriler gerektiren matematik yapma görevlerinin oranının düşük olduğu belirlenmiştir. Bu nedenle, gelecekteki ders kitabı revizyonlarının, öğrencilerin sadece işlemsel becerilerini değil, aynı zamanda karmaşık problem çözme ve eleştirel düşünme yeteneklerini de geliştirecek daha fazla bilişsel istem gerektiren görevleri içerecek şekilde düzenlenebilir.

Anahtar Kelimeler

• Bilişsel istem
• matematiksel görev
• ders kitabı
• ortaokul matematiği
• etkinlik

Analysing the Tasks in Middle School Mathematics Textbooks According to the Levels of Cognitive Demand

Abstract

This study aims to investigate and categorize the tasks in middle school mathematics textbooks based on their cognitive demand levels. The goal is to examine how these tasks align with educational objectives aimed at fostering students' critical thinking and problem-solving abilities. This research employed the document analysis method. This study evaluated the mathematical tasks in 5th to 8th grade textbooks used in schools in Türkiye, using Smith and Stein’s (1998) framework for classifying mathematical tasks. The data were examined using the content analysis method. The results indicated that most tasks in these textbooks were concentrated at the levels of procedures without connections and procedures with connections. Additionally, the proportion of tasks requiring higher-order cognitive skills, specifically, doing mathematics tasks, was relatively low. Based on these findings, future textbook revisions should integrate more high cognitive demand tasks to both strengthen students' procedural skills and foster complex problem-solving and critical thinking abilities.

Keywords

• Cognitive demand
• mathematical task
• textbook
• middle school mathematics
• activity

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