Investigation of SACs High School Mathematics Material Based on PISA Proficiency Levels and Contexts

Year 2024, Volume: 32 Issue: 4, 678 - 691, 28.10.2024

Ecem Karabulut , Kamuran Tarım

https://doi.org/10.24106/kefdergi.1574382

Abstract

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.

Keywords

Mathematical Literacy, Mathematics Proficiency Levels, Mathematical Literacy Contexts, SAC, Gifted Students

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