Pedagogical Research

• Agaç, G., Güzel, M., Özmantar, M. F., & Bozkurt, A. (2023). Ortaokul 7. sınıf matematik ders kitaplarındaki etkinliklerin matematiksel potansiyel düzeyleri [Mathematical potential levels of activities in 7^th grade middle school mathematics textbooks]. Anadolu University Journal of Education Faculty, 7(4), 1235-1259. https://doi.org/10.34056/aujef.1224518
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• Albayrak, E., Esatoğlu, A., Altunkaynak, A., Yüksal Saray, B., Karasu, İ., Tunç, L., Kavurmacı, M., Bulat, M., Kumru, T., & Korkmaz, Y. N. (2024). Ortaokul ve imam hatip ortaokulu matematik 5. sınıf ders kitabı [Middle school and imam hatip middle school mathematics 5^th grade textbook]. MEB Yayınları.
• Arslan, S., & Özpınar, İ. (2009). İlköğretim 6. sınıf matematik ders kitaplarının öğretmen görüşleri doğrultusunda değerlendirilmesi [Evaluation of 6^th grade elementary school mathematics textbooks based on teacher opinions]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (12), 97-113.
• Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice] (4. Basım). Harf Eğitim Yayıncılık.
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• Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal for Research in Mathematics Education, 40(2), 119-156.
• Bozkurt, A. (2018). Ortaokul 6. sınıf matematik ders kitabındaki etkinliklerin amaç, öğrenci çalışma biçimi ve uygulanabilirlik yönleriyle değerlendirilmesi [An evaluation of the 6^th grade mathematics textbook in terms of aim, student work format and applicability]. Elektronik Sosyal Bilimler Dergisi, 17(66), 535-548. https://doi.org/10.17755/esosder.342636
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• Bozkurt, A., & Yılmaz, Ş. (2020). An examination of the activities in 8^th grade mathematics textbooks based on the levels of cognitive demand. Elementary Education Online, 19(1), 133-146. https://doi.org/10.17051/ilkonline.2020.647122
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• Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. The Elementary School Journal, 103(3), 287-311. https://doi.org/10.1086/499727
• Doğdu, A. (2025). 2018 ve 2024 ortaokul matematik öğretim programlarına göre hazırlanan 5. sınıf matematik ders kitaplarındaki görevlerin bilişsel istem düzeylerinin karşılaştırmalı incelenmesi [A comparative analysis of the cognitive demand levels of tasks in 5^th grade mathematics textbooks prepared according to the 2018 and 2024 middle school mathematics teaching programs] [Unpublished master’s thesis]. Gazi University.
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• Eisenmann, T., & Even, R. (2011). Enacted types of algebraic activity in different classes taught by the same teacher. International Journal of Science and Mathematics Education, 9(4), 867-891. https://doi.org/10.1007/s10763-010-9241-4
• Engin, Ö., & Sezer, R. (2016). 7. sınıf matematik ders kitabındaki ve programdaki etkinliklerin bilişsel istem düzeylerinin karşılaştırılması [Comparison of cognitive demand levels of tasks in the 7^th grade textbook and those in the curriculum]. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (42), 24-46.
• Ev Çimen, E., & Yıldız, Ş. (2017). Ortaokul matematik ders kitaplarında yer verilen problem kurma etkinliklerinin incelenmesi [An examination of problem-solving activities included in middle school mathematics textbooks]. Turkish Journal of Computer and Mathematics Education, 8(3), 378-407.
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• Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM Mathematics Education, 45, 633-646. https://doi.org/10.1007/s11858-013-0539-x
• Fung, C. H. (2020). How does flipping classroom foster the STEM education: A case study of the FPD model. Technology, Knowledge and Learning, 25(3), 479-507. https://doi.org/10.1007/s10758-020-09443-9
• Güder, Y., & Tutak, T. (2012). İlköğretim 5. sınıf öğretmenlerinin matematik ders kitabı hakkındaki görüş ve düşünceleri [The opinions of the primary 5^th grade school teachers’ views about mathematics textbook]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (19), 16-28.
• Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: Who gets an opportunity to learn what? British Educational Research Journal, 28(4), 567-590. https://doi.org/10.1080/0141192022000005832
• Henningsen, M., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524-549. https://doi.org/10.2307/749690
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• Horzum, T., & Duran, A. A. (2024). An examination of the cognitive demand levels posed by problems in the middle grades mathematics textbooks. International Journal of Educational Spectrum, 6(2), 294-321. https://doi.org/10.47806/ijesacademic.1522050
• Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126. https://doi.org/10.1080/10494820.2018.1495653
• Johansson, M. (2003). Textbooks in mathematics education: A study of textbooks as the potentially implemented curriculum [Unpublished PhD thesis]. Luleå University of Technology.
• Jones, D. L., & Tarr, J. E. (2007). An examination of the levels of cogitive demand required by probability tasks in middle grades mathematics textbooks. Statistics Education Research Journal, 6(2), 4-27. https://doi.org/10.52041/serj.v6i2.482
• Jones, K. (2001). Performance-based instruction: What does it look like in the elementary mathematics classroom? In Proceedings of the Annual Meeting of the American Educational Research Association.
• Karakuzu, B. (2017). İlkokul ve ortaokul matematik ders kitaplarındaki geometri görevlerinin tür, bağlam, temsil biçimi ve bilişsel istem düzeyleri açısından incelenmesi [An examination of geometry tasks in elementary and middle school mathematics textbooks in terms of type, context, representation format, and cognitive demand levels] [Unpublished master’s thesis]. Anadolu University.
• Karama, M. J. (2022). Evaluation of the new 8^th grade mathematics textbook computerized, and non-computerized, activities from teachers’ points of view. Turkish Journal of Computer and Mathematics Education, 13(2), 418-427.
• Kaya-Azar, A. A. (2010). İlköğretim 4. ve 5. sınıf matematik ders kitaplarındaki etkinliklere ilişkin öğretmen görüşleri [Teachers’ opinions on the activities in 4^th and 5^th grade elementary school mathematics textbooks]. Milli Eğitim Dergisi, 40(187), 269-292.
• Kerpiç, A., & Bozkurt, A. (2013). Etkinlik tasarım ve uygulama prensipleri çerçevesinde 7. sınıf matematik ders kitabı etkinliklerinin değerlendirilmesi [An evaluation of the 7^th grade mathematics textbook tasks within the framework of principles of task design]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(16), 303-318.
• Keskin-Oğan, A., & Öztürk, S. (2019). Ortaokul ve imam hatip ortaokul matematik 7 ders kitabı [Middle school and imam hatip middle school mathematics 7^th grade textbook]. MEB Yayınları.
• Kılıçoğlu, E. (2020). Ortaokul matematik ders kitabı etkinliklerinde soyutlama becerisinin incelenmesi [Investigation of abstraction skill in middle school mathematics textbook activities]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 628-650. https://doi.org/10.17860/mersinefd.736764
• Kodliuk, Y., Bibik, N., Kodliuk, I., Kodliuk, L., & Radchenko, O. (2021). School textbook as an object of pedagogical research. SHS Web of Conferences, 104, Article 02009. https://doi.org/10.1051/shsconf/202110402009
• Korkmaz, B., Yiğit Meşe, D., & Arslan, H. (2023). Ortaokul ve imam hatip ortaokulu 5. sınıf matematik ders kitabı [Middle school and imam hatip middle school mathematics 5^th grade textbook]. MEB Yayınları.
• Liu, Q., Liu, J., Zhang, J., Dong, Y., & Xie, Z. (2025). Researching the development of China’s mathematics textbook for primary grades: A participatory action research study. ZDM Mathematics Education, 57, 905-920. https://doi.org/10.1007/s11858-025-01682-3
• Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002
• MacDonald, J. (2008). Blended learning and online tutoring: Planning learner support and activity design. Routledge.
• Nemrawi, Z., Abu, M., & Jaradat, Y. (2022). The evaluation of mathematics textbooks from the perspective of mathematics teachers in Jordan. Information Sciences Letters, 5, 1427-1433. https://doi.org/10.18576/isl/110511
• Olkun, S., & Toluk-Uçar, Z. (2006). İlköğretimde matematik öğretimine çağdaş yaklaşımlar [Contemporary approaches to teaching mathematics in primary education]. Ekinoks.
• Özbey, N., & Özmantar, M. F. (2024). Ortaokul matematik öğretmenlerinin etkinlik tercihlerinde belirleyici olan dijital materyal özellikleri: Bir durum çalışması [Digital material features in middle school mathematics teachers’ activitypreferences: A case study]. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 13(4), 114-138. https://doi.org/10.15869/itobiad.1527489
• Özcan, Ö., & Erduran, A. (2016). Lise matematik ders kitaplarının öğretmen görüşlerine göre incelenmesi: 10. sınıf örneği [Investigation of high school mathematics textbooks according to teachers’ views: The 10^th class sample]. Uluslararası Bilimsel Araştırmalar Dergisi, 3(2), 933-959.
• Özgen, K., & Alkan, H. (2012). Yapılandırmacı öğrenme ortamında öğrenme stillerine uygun geliştirilen etkinliklere yönelik öğrenci görüşlerinin incelenmesi [An analysis of student views on activities developed according tolearning styles within a constructivist learning environment]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 18, 239-258.
• Özmantar, M. F., Bozkurt, A., Demir, S., Bingölbali, E., & Açıl, E. (2010). Sınıf öğretmenlerinin etkinlik kavramına ilişkin algıları [Elementary teachers’ perception of instructional activities]. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 30(1), 379-398.
• Öztürk, F. (2016). An investigation of prospective elementary mathematics teachers’ activity preparation and implementation processes [Unpublished PhD thesi]. Atatürk University.
• Peled, I. (2007). The role of analogical thinking in designing tasks for mathematics teacher education: An example of a pedagogical ad hoc task. Journal of Mathematics Teacher Education, 10(4), 369-379. https://doi.org/10.1007/s10857-007-9048-6
• Pepin, B., & Haggarty, L. (2001). Mathematics textbooks and their use in English, French and German classrooms: A way to understand teaching and learning cultures. ZDM Mathematics Education, 33, 158-175. https://doi.org/10.1007/BF02656616
• Pepin, B., Gueudet, G., & Trouche, L. (2013). Re-sourcing teachers’ work and interactions: A collective perspective on resources, their use and transformation. ZDM Mathematics Education, 45, 929-943. https://doi.org/10.1007/s11858-013-0534-2
• Polat, S. (2021). An examination of the types of mathematical tasks in middle school mathematics textbooks in terms of cognitive demand levels: The case of the algebra learning domain [Unpublished PhD thesis]. Gazi University.
• Reçber, H., & Sezer, R. (2018). 8. sınıf matematik ders kitabındaki etkinliklerin bilişsel düzeyinin programdakilerle karşılaştırılması [Cognitive demand levels of tasks in 8^th gradetextbook and mathematics program]. Ankara University Journal of Faculty of Educational Sciences, 51(1), 55-76. https://doi.org/10.30964/auebfd.405848
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APA

Doruk, M., & Bayram Gün, G. M. (2026). Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities. Pedagogical Research, 11(1), em0257. https://doi.org/10.29333/pr/18095

Vancouver

Doruk M, Bayram Gün GM. Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities. PEDAGOGICAL RES. 2026;11(1):em0257. https://doi.org/10.29333/pr/18095

AMA

Doruk M, Bayram Gün GM. Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities. PEDAGOGICAL RES. 2026;11(1), em0257. https://doi.org/10.29333/pr/18095

Chicago

Doruk, Muhammet, and Gül Mine Bayram Gün. "Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities". Pedagogical Research 2026 11 no. 1 (2026): em0257. https://doi.org/10.29333/pr/18095

Harvard

Doruk, M., and Bayram Gün, G. M. (2026). Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities. Pedagogical Research, 11(1), em0257. https://doi.org/10.29333/pr/18095

MLA

Doruk, Muhammet et al. "Pre-service teachers’ assessments of the cognitive demand levels and pedagogical compliance of textbook activities". Pedagogical Research, vol. 11, no. 1, 2026, em0257. https://doi.org/10.29333/pr/18095