Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain

Esra Erdoğan Kayalı; Çiğdem Arslan

doi:10.31704/ijocis.1803454

Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain

Abstract

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.).

Keywords

Supporting Institution

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Project Number

N/A

Ethical Statement

Ethical approval is not applicable for this study, as it exclusively involves the document analysis of publicly available textbooks and does not involve human or animal subjects.

Thanks

N/A

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Details

Primary Language

English

Subjects

Curriculum Evaluation in Education

Journal Section

Research Article

Authors

Esra Erdoğan Kayalı ^*
0000-0002-2269-2138
Türkiye

Çiğdem Arslan
0000-0001-7354-8155
Türkiye

Early Pub Date

June 13, 2026

Publication Date

June 30, 2026

Submission Date

October 14, 2025

Acceptance Date

April 22, 2026

Published in Issue

Year 2026 Volume: 16 Number: 1

DOI

https://doi.org/10.31704/ijocis.1803454

IZ

https://izlik.org/JA72NN28XG

Cite

RIS / Bibtex

APA

Erdoğan Kayalı, E., & Arslan, Ç. (2026). Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain. International Journal of Curriculum and Instructional Studies, 16(1), 106-140. https://doi.org/10.31704/ijocis.1803454

AMA

1.Erdoğan Kayalı E, Arslan Ç. Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain. IJOCIS. 2026;16(1):106-140. doi:10.31704/ijocis.1803454

Chicago

Erdoğan Kayalı, Esra, and Çiğdem Arslan. 2026. “Mathematical Literacy in Middle School Textbooks: An Evaluation of the Data Processing Learning Domain”. International Journal of Curriculum and Instructional Studies 16 (1): 106-40. https://doi.org/10.31704/ijocis.1803454.

EndNote

Erdoğan Kayalı E, Arslan Ç (June 1, 2026) Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain. International Journal of Curriculum and Instructional Studies 16 1 106–140.

IEEE

[1]E. Erdoğan Kayalı and Ç. Arslan, “Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain”, IJOCIS, vol. 16, no. 1, pp. 106–140, June 2026, doi: 10.31704/ijocis.1803454.

ISNAD

Erdoğan Kayalı, Esra - Arslan, Çiğdem. “Mathematical Literacy in Middle School Textbooks: An Evaluation of the Data Processing Learning Domain”. International Journal of Curriculum and Instructional Studies 16/1 (June 1, 2026): 106-140. https://doi.org/10.31704/ijocis.1803454.

JAMA

1.Erdoğan Kayalı E, Arslan Ç. Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain. IJOCIS. 2026;16:106–140.

MLA

Erdoğan Kayalı, Esra, and Çiğdem Arslan. “Mathematical Literacy in Middle School Textbooks: An Evaluation of the Data Processing Learning Domain”. International Journal of Curriculum and Instructional Studies, vol. 16, no. 1, June 2026, pp. 106-40, doi:10.31704/ijocis.1803454.

Vancouver

1.Esra Erdoğan Kayalı, Çiğdem Arslan. Mathematical literacy in middle school textbooks: An evaluation of the data processing learning domain. IJOCIS. 2026 Jun. 1;16(1):106-40. doi:10.31704/ijocis.1803454