An examination of the cognitive demand levels posed by problems in the middle grades mathematics textbooks

Abstract

This research investigated the cognitive demand levels of mathematics tasks within the middle school mathematics textbooks endorsed by the Ministry of National Education for the academic year of the 2023-2024. To achieve this, a qualitative research method was utilized, and document analysis was performed. In this direction, the textbooks were analyzed using descriptive analysis. The tasks within the textbooks were examined through the lens of Smith and Stein’s (1998) theoretical framework. The findings indicate that the majority of mathematics tasks in middle school mathematics textbooks exhibit a low level of cognitive demand. It was found that over 80% of the tasks fell into the categories of memorization and procedures without connections levels. It has been revealed that tasks at the levels of procedures with connections and doing mathematics, which are high cognitive demand levels, are uncommon. This shows that textbooks do not sufficiently support the potential of students to develop mathematical thinking and problem-solving skills. Based on these results, various suggestions have been made for textbooks. The most important of these suggestions include ensuring that students are cognitively exposed to higher level tasks and increasing the number of tasks that will improve their mathematical thinking skills. Thus, it will be possible for students to have a more effective learning process by deepening their mathematical understanding.