The aim of this study is to analyze questions in the fourth and eighth grade textbooksby cognitive areas addressed within the framework of the TIMSS 2019 program. Theresearch was performed with document analysis, one of the qualitative researchmethods. The questions in textbooks were classified independently considering theTIMSS 2019 cognitive domains. It was determined 42% was at the level of knowing,46% was at the level of practice and 11% was at the level of reasoning in the fourthgrade mathematics textbook. Besides, 49% of the questions in the mathematicstextbook at the eighth grade level are at the level of knowing, 48% at the applicationlevel and 3% at the reasoning level. When these rates and the distribution of questionsin the TIMSS exam by cognitive domains are compared, the ratio of questions at theknowledge and application level in the textbooks of both grade levels is higher thanthe TIMSS research; it was concluded that there were fewer questions at the reasoninglevel. As a result, it was detected at both grade levels, textbooks focused on cognitiveskills of knowing and application, and there were very few questions about reasoningthat require high-level cognitive skills.