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Decoding Mathematics Values in a Turkish High-Stakes Exam: A Qualitative Content Analysis

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Title: Decoding Mathematics Values in a Turkish High-Stakes Exam: A Qualitative Content Analysis
Language: English
Authors: Seda Türkmen Dural (ORCID 0000-0002-0308-6677), Yüksel Dede (ORCID 0000-0001-7634-4908)
Source: International Journal of Assessment Tools in Education. 2026 13(1):289-307.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: High Stakes Tests, Foreign Countries, Mathematics Achievement, Mathematics Tests, Values, Middle School Mathematics, Secondary School Mathematics, Achievement Tests, Test Items, Middle School Students, High School Students, Test Construction
Geographic Terms: Turkey
ISSN: 2148-7456
Abstract: This study investigated the mathematical values conveyed in questions in a Turkish high-stakes exam, the High School Transition System, which marks the transition from middle school to high school. For this purpose, 100 mathematics questions from the High School Transition System exams over the past five years were obtained from open sources. Adopting a qualitative research design based on document analysis, the study employed content analysis methods focused on sentence-based meaning. The findings indicated that the questions were grouped into two mathematics value categories: transformational and structurational. Here, structurational values include structures and processes such as being disconnected, dehumanized, theoretical, abstract, objective, and controlling the environment. In contrast, transformational values are related to the applicability of mathematics in daily life, its connection to dynamic processes, humanization, and its openness to development. Some suggestions for education stakeholders and further research were also made, based on the study findings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495778
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Seda+Türkmen+Dural%22">Seda Türkmen Dural</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0308-6677">0000-0002-0308-6677</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yüksel+Dede%22">Yüksel Dede</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7634-4908">0000-0001-7634-4908</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2026 13(1):289-307.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Mathematics%22">Middle School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Construction%22">Test Construction</searchLink>
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  Data: 2148-7456
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  Label: Abstract
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  Data: This study investigated the mathematical values conveyed in questions in a Turkish high-stakes exam, the High School Transition System, which marks the transition from middle school to high school. For this purpose, 100 mathematics questions from the High School Transition System exams over the past five years were obtained from open sources. Adopting a qualitative research design based on document analysis, the study employed content analysis methods focused on sentence-based meaning. The findings indicated that the questions were grouped into two mathematics value categories: transformational and structurational. Here, structurational values include structures and processes such as being disconnected, dehumanized, theoretical, abstract, objective, and controlling the environment. In contrast, transformational values are related to the applicability of mathematics in daily life, its connection to dynamic processes, humanization, and its openness to development. Some suggestions for education stakeholders and further research were also made, based on the study findings.
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      – Text: English
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        PageCount: 19
        StartPage: 289
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      – SubjectFull: Middle School Students
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