Examining Trends in the Cognitive Demand Levels of the Attainments of Algebra Learning Domain in the Middle School Mathematics Curriculum

Abstract

The purpose of this study using the document analysis method is to study the trends in the cognitive demand levels of the attainments in the algebra learning domain of middle school mathematics course curriculums. In this sense, in the current study, the attainments of the algebra learning domain at the Grades 6-8 of four middle school mathematics curricula developed in 2005, 2009, 2013, and 2018 were analyzed according to content analysis by researchers and mathematics education experts. The analysis results have pointed out that the attainments in the algebra learning domain vary according to the curriculum and grade level of cognitive demands. Also, some suggestions have been also made for further research based on the results.