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ABSTRACT:The purpose of this paper is to discuss the current reform in the Turkish Mathematics Education at the elementary level by summarizing the types of program development models and changes involved in the current reform. There are three models of program development; subject centred, learner centred, and problem centred. In terms of content, t he Turkish elementary mathematics curricula seem to adopt more of a subject centred curricula although the claim was a learner centred one. In terms of methods, however, learning is more emphasized than teaching. Conceptual understanding is given more importance rather than rote memorization of facts and rules. Besides knowledge, skills and attitudes are also embedded in the content. In sum, more constructivist pedagogies are adopted. Key Words: Curriculum reform, mathematics education, elementary education Since January 2004, the Turkish Ministry of National Education has been in the process of a massive curricular change in school curricula especially at the elementary level. The reform has been initiated by a grant from the European Union. Elementary school curricula in 5 different subject areas, i ncluding mathematics, have been completely redeveloped and started to be implemented in 2005-06 school year after piloting them in 100 elementary schools in 6 different provinces for an academic year. The intend was to shift from a behaviourist approach to more of a constructivist one. The purpose of this paper is to discuss the current reform in the Turkish Mathematics Education at the primary level by summarizing the processes of program development models and changes involved in the current reform. The Reform Movements in TurkiyeMajor international studies such as TIMSS (1999), PISA (2003) have shown that the Turkish Educational System did not work well in producing a quality mathematics and science education at the elementary level. Turkish students fall well below the international average in both of these studies. Such international indicators as TIMSS, PISA, and other internal indicators such as some national exams forced the educational system to undergo a major curricular change at both elementary and secondary level.In fact, some efforts have been made in the last ten years to make changes in the curricula. Many of these changes did not go beyond a surface revision except the preschool curriculum for 36-72 month olds developed in 2002. This program places the child in the centre of the curriculum. Activities are planned in a constructivist fashion while considering the individual differences in learning, and leaving room for localization of the activities. Similarly, major changes in 5 different subject areas at the elementary level are in place now. As mentioned above, the basic 1 Ankara University, Faculty of Educational Sciences, babadog@education.ankara.edu.tr 2 Ankara University, Faculty of Educational Sciences, olkun@education.ankara.edu.tr Reform in Turkish Elementary Education Mathematics Curriculum, 2idea behind these curricular reforms was to change...

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This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

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