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Dergiler / Osmangazi Journal of Educational Research / 2026 / Volume: 13 Issue: 1

Evaluation of 9th Grade Skill-Based Activities in Terms of the PISA 2022 Mathematical Literacy Framework

Eda Gök(HACETTEPE ÜNİVERSİTESİ, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, MATEMATİK ÖĞRETMENLİĞİ (DR))0009-0005-8111-3502
Meltem Sarı(HACETTEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, MATEMATİK VE FEN BİLİMLERİ EĞİTİMİ BÖLÜMÜ)0000-0003-3580-2372
Sayfa
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Yayın Tarihi
2026-09-01
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Based on these findings, it may be recommended that future textbooks and supplementary learning materials incorporate a greater number of advanced-level tasks and ensure a more balanced representation of mathematical literacy dimensions.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:This study aims to examine the activities presented in the 9th-grade mathematics skill-based activity book developed by the General Directorate of Secondary Education with reference to the PISA 2022 mathematical literacy framework and proficiency levels.
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Temel Bulgular & Veri:Findings showed that, in terms of process categories, most activities were heavily concentrated in the employing process (69.19%), while activities addressing interpretation and evaluation were quite scarce (4.26%).
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Sonuç & Katkı:Based on these findings, it may be recommended that future textbooks and supplementary learning materials incorporate a greater number of advanced-level tasks and ensure a more balanced representation of mathematical literacy dimensions.
🔬Tür:Research Article
📍Kapsam:2022 Verileri
⚙️Değişkenler:skill-based activities · document analysis · mathematical literacy

Abstract

This study aims to examine the activities presented in the 9th-grade mathematics skill-based activity book developed by the General Directorate of Secondary Education with reference to the PISA 2022 mathematical literacy framework and proficiency levels. The research was designed as a document analysis study. Findings showed that, in terms of process categories, most activities were heavily concentrated in the employing process (69.19%), while activities addressing interpretation and evaluation were quite scarce (4.26%). With respect to context categories, the distribution was uneven, and nearly half of the activities were associated with the personal context (46%). Regarding content domains, the greatest proportion of tasks was found in the space and shape category (37.91%). In relation to the PISA mathematical proficiency scale, tasks at Levels 5 and 6 were almost absent (1.89%), whereas overhalf of the activities were grouped at Level 3 (50.71%). These results suggest that the overall cognitive demand of the activities mainly reflects a moderate level of proficiency. Based on these findings, it may be recommended that future textbooks and supplementary learning materials incorporate a greater number of advanced-level tasks and ensure a more balanced representation of mathematical literacy dimensions.

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Bu Makaleye Atıf Yap

Gök, E., Sarı, M. (2026). Evaluation of 9th Grade Skill-Based Activities in Terms of the PISA 2022 Mathematical Literacy Framework. Osmangazi Journal of Educational Research, Volume: 13 Issue: 1. https://doi.org/10.59409/ojer.1913834

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