Abstract
This paper gives a perspective on the nature of the mathematical tasks in the new Turkish Elementary School Mathematics Textbooks (grades 6, 7, and 8). The aim of the study is to explore the level of the cognitive demands of the mathematical tasks via employing the framework developed by Smith and Stein (1998). The findings of the study indicate that the levels and types of mathematical tasks in textbooks are predominantly at the level of procedures without connections and do not like to appreciate the aim of the Turkish Elementary School Mathematics Curriculum.
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