@article{2018,title={2018 LGS MATHEMATICS QUESTIONS ANALYSIS},abstractNode={In this study, mathematical questions were analyzed in the High School Entrance Examination applied for the first time in 2017-2018 academic year. In this study, qualitative research approach has been adopted. In this study, the structure of mathematical questions asked in a different way from previous years is examined. In this context, the gains in the mathematics program were examined and the mathematical questions in the LGS exam (the High School Entrance Examination) were evaluated according to the achievements. It was found that the mathematics questions of the exam were different from the course and MEB achievement comprehension tests. It was determined that LGS mathematics questions were different from the exams conducted in previous years. The length of the exam questions, more than one achievement and the inadequacy of exam time were also a topic of discussion. In addition, the difficulty and complexity of mathematics questions in the LGS exam result in a negative effect on some students.},author={Selahattin BEYENDİ},year={2018},journal={The Journal of Academic Social Science}}