Ali DURSUN [1] , Ganime AYDIN ââPARIM [2]
The aim of this study is to compare the mathematics questions asked in the nationwide university entrance exam (YGS) with the written exams in high school 9th ??grade mathematics courses within the framework of the curriculum and Bloom's classification. The population of this study was composed of high schools in Ba?c?lar district of Istanbul, and the sample was composed of students attending the last grade in Ba?c?lar High School, Orhangazi High School and Osmangazi High School in this district and teachers working in these schools. As a data collection tool, 668 exam questions of 11 teachers who attended the 9th grade mathematics course in these schools were analyzed considering the curriculum and Bloom's taxonomy, and the YGS mathematics success rates of 403 students attending the same schools were compared. Data are descriptive statistics, chi-square, It was evaluated by ANOVA and correlation analysis. As a result of the studies, it was found that the written questions of the teachers and the 2013 YGS mathematics questions were the application step, which is one of the cognitive steps of Bloom, and it was determined that the number of teacher written questions did not comply with the time allocated in the curriculum. When we look at the students' solving rates of 2013 YGS questions, no significant difference was found between the schools involved in the study in terms of their level of getting it right according to the curriculum and Bloom levels.
