Evaluation of the Mathematics Questions on the Secondary Education Transition Examination (LGS) According to Process Standards

Abstract

The purpose of this study is to evaluate the central examination mathematics items applied within the scope of the Transition to the Secondary Education System by the process standards published by the National Council of Teachers of Mathematics. In this context, 40 mathematics items administered in 2020 and 2021 constituted the data for the research, and the possible solutions to these items were examined in detail according to the use of the process standards. When the items were analyzed regarding process standards, it was observed that nearly all of the standards were utilized in their possible solutions. In the solutions to the items from 2020, there was a predominant need for establishing connections between concepts and sub-concepts, while in 2021, a greater need was identified for associating concepts. In both years, formal language was more prevalent in communication, and quantitative representation was recognized as the predominant form of representation. When evaluating the items from both years, it was observed that they were well-designed to serve as good examples for predicting and measuring skills.