Examining Mathematics Questions in High School Entrance Exams in Terms of Evaluating Mathematical Understanding

Understanding is one of the important goals of mathematics education. It is expected that measurement and evaluation practices, which are considered an integral part of education and applied both nationally and internationally, are carried out in an approach that allows students to reflect on their performance related to comprehension. In this context, the purpose of the current study is to investigate the mathematics questions in High School Entrance System (LGS) exams within the framework of the evaluation of mathematical understanding. For this purpose, document analysis from qualitative research designs was used and LGS mathematics questions that were applied in 2018, 2019, 2020, and 2021 were investigated. In the process of analyzing the data, semantic content analysis was used and the data were analysed within the assessment dimensions of mathematical understanding (skills, properties, uses and representations [SPUR]). approach. As a result, in LGS exam, it was seen that 55% of the questions were in use dimension, 22.5% in skill dimension, 13.75% in representation dimension, and 8.75% in properties dimension.

Cite this article as: Çelik Görgüt, R., & Kırnap Dönmez, S. M. (2023). Liselere geçiş sınavı matematik sorularının matematiksel anlamayı değerlendirme açısından incelenmesi. Educational Academic Research, 50, 28-46.