AN INTEGRATED ANALYSIS OF HIGH SCHOOL ENTRANCE EXAMINATION MATHEMATICS QUESTIONS AND 8TH GRADE MATHEMATICS TEXTBOOK QUESTIONS

This study aims to examine the mathematics questions in the 8th-grade mathematics textbook and the mathematics questions in the central exam for secondary education institutions (2018-2022) in the context of the Revised Bloom's Taxonomy. In the study, the document analysis technique was employed. The study used as a document the 8th-grade mathematics textbook and the central examination in 2018-2022. Teacher opinions were also taken to support the documents. Descriptive analysis was used for the analysis of the qualitative data. The study findings revealed that 4% of the questions asked in the last five years' central exams for secondary education institutions (2018-2022) were at the level of understanding, 56% at the level of practice, 39% at the level analyzing, 39% at the level of analyzing, and 1% at the level of evaluating, with no questions at the level of remembering and creating. The unit evaluation questions in the 8th-grade mathematics textbook were at level of remembering, 41.66% at the level of understanding, 47.50% at the level practice, and no questions were asked at the level of analyzing, evaluating, and creating. The study determined that the problem was teachers not using the textbook as a result of exam-oriented education.At least 3 and at most 5 keywords reflecting the integrity of the work should be written by the author in the places specified in the template.