Analysis of the content of primary school mathematics books according to levels of cognitive depth

Abstract

Abstract:

         The research aims to analyze the content of mathematics textbooks for the upper elementary stage (Grades 4–6) according to Webb’s Depth of Knowledge (DOK) framework, in order to determine the levels and indicators of cognitive depth represented and to identify the nature of the cognitive processes required by the instructional content. The study employed a descriptive analytical method, and all textbook content components—examples, activities, exercises, questions, images, and tables—were used as units of analysis. To achieve the research objectives, a content analysis instrument aligned with the four DOK levels was developed, and its validity and reliability were verified using established scientific procedures. After analyzing the three textbooks and statistically processing the data, the results showed that the recall and reproduction level was the most prevalent, accounting for 41% of the total content. This was followed by the application of concepts and skills level (25%), the strategic thinking level (21%), and finally the extended thinking level (13%). The findings also revealed variations in the distribution of DOK indicators across the three grade-level textbooks, reflecting differences in the cognitive complexity required according to grade level and content characteristics. The reseach  concluded that mathematics textbooks at the upper elementary stage tend to emphasize lower levels of cognitive demand, with limited inclusion of tasks that require extended thinking and deep cognitive processing. Accordingly, the study recommends rebalancing textbook content by increasing the integration of activities and tasks that promote strategic and extended thinking, thereby supporting learners’ abilities in analysis, interpretation, decision-making, and solving non-routine problems