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 |
| 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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