2005’ten 2018’e Ortaokul Matematik Dersi Öğretim Programlarının Değerlendirilmesi

İlhan, Aziz; Aslaner, Recep

doi:10.9779/pauefd.452646

Cited by 15 publications

(13 citation statements)

References 2 publications

(3 reference statements)

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“…The majority of the mathematics teachers defined the changes in the mathematics curriculum as a decrease in the number of outcomes and a displacement of the outcome statements. The number of outcomes in the mathematics course curriculum from 2005 to 2018 had been reduced and the minimum number of outcomes was included in the mathematics course curriculum for 2018 (Baş, 2017(Baş, , Şen, 2017İlhan and Aslaner, 2019). The Ministry of Education (2017) stated that curricula were prepared in a simple, understandable manner, with emphasis being placed on reducing the content density, considering innovations and developments in learning and teaching theories, the needs of the age, the expectations of the individual and society.…”

Section: Resultsmentioning

confidence: 99%

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Matematik Dersi Öğretim Programının Eisner Eğitsel Eleştiri Modeline Göre Değerlendirilmesi

Şen¹,

Ünal²

2021

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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This study aimed to evaluate the mathematics course curriculum that began to be implemented in 2018 in the 5th to 8th grade. The Eisner Educational Criticism Model was used in this study and the results were examined by taking the evaluation steps of the model. This is a qualitative study patterned with one case pattern is utilised. The data of the study were collected from 6 different secondary schools determined by the criterion sampling method. In this context, 13 secondary school mathematics teachers, 4 school principals, and 248 secondary school students participated in the research. As a data collection tool, the researchers used structured questions after receiving expert opinions related to these questions. Individual interviews were conducted with teachers and school principals, and focus group interviews were conducted with the students. As a result of the study, it was found that the mathematics teachers characterized changes to the 2018 mathematics course curriculum as a decrease in or displacement of the number of outcomes. The common points of view of the teachers, principals, and students about the 2018 math curriculum were collected via questions based on understanding and interpretation, called new-generation questions. Although the teachers stated that the new-generation questions were one of the positive aspects of the program, both the teachers and students expressed that they had difficulty with such questions. In addition, it was found that the school principals' knowledge of the 2018 mathematics course curriculum was insufficient. It was found that the students were aware that the subjects that they learned in math class would be useful in their daily, school, and future life. However, the students stated that the subjects should be made easier. Also, they stated difficulty with subjects in the field of numbers and operations learning.

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Section: Resultsmentioning

confidence: 99%

“…Özcan and Delil, 2018), and comparison to the previous curricula (Baş, 2017;Şen, 2017;İlhan and Aslaner, 2019). However, only few of these studies evaluations were made using the Eisner Educational Criticism Model.…”

Section: Introductionmentioning

confidence: 99%

Matematik Dersi Öğretim Programının Eisner Eğitsel Eleştiri Modeline Göre Değerlendirilmesi

Şen¹,

Ünal²

2021

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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“…In addition, there are supportive statements about including the history of mathematics in the curricula of countries such as China, Germany, Poland, and Portugal (Fauvel & Maanen, 2002). Considering the new curriculums published in 2009, 2013, and 2018 (İlhan & Aslaner, 2019) by the Ministry of National Education in Turkey, which included constructivist approaches in its curriculum as of 2005, in the 2009 mathematics curriculum, it was stated that it was among the general aims of contributing to students" understanding of how mathematics developed in the historical process, what role it played in the development of human thought, and how it provided benefits to other sciences. The curriculum does not only mention the importance of the history of mathematics but also includes examples of activities for the history of many concepts such as probability, rational numbers, clock, money, geometric objects, and measurement.…”

Section: Introductionmentioning

confidence: 99%

Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

Ceylan¹

2021

TURCOMAT

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This study investigates the use of the history of mathematics in secondary school mathematics coursebooks designed according to the new curriculum prepared in 2018 and to make alternative suggestions in which mathematics history can be used. For this purpose, four mathematics coursebooks, which were decided to be taught in schools affiliated to the Turkish Ministry of National Education for four years as of 2018, were analyzed by document analysis method, and this research attempted to determine to what extent the history of mathematics was used in these coursebooks. While making this analysis and analyzing the data, the categories proposed by Erdoğan et al. (2015) were used, including “historical notes,” “notes on usage areas of mathematics,” “applications with historical notes,” and “historical elements in students‟ extracurricular activities.” As a result of the study, it was found out that the 27 elements of the history of mathematics used in the coursebooks were mostly included at the fifth grade, in thelead-in stage, in the area of learning numbers and operations, in the form of small historical snippets about the historical development of situations other than mathematics. In light of these findings, it can be suggested that the history of mathematics is not used sufficiently in secondary school mathematics coursebooks.

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“…The new system necessitated a new English curriculum since students started to receive English teaching from the second grade onward instead of fourth grade (Özüdoğru, 2017). Besides, some revisions were made in aims, content, learning-teaching process and assessment and measurement dimensions of various curricula such as science teaching, mathematics and information technologies and software teaching (Deveci, 2018;İlhan & Aslaner, 2019;Karaman & Karaman, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Despite these research studies, no studies have been found specifically targeting on 2018 Turkish national curriculum change. However, it was reported in various studies that 2018 curricula experienced some important changes in aims, content, learning-teaching process and measurement and assessment dimensions such as increase in competencies and skills in mathematics curricula (İlhan & Aslaner, 2019) or removal of 'applied science' content in science teaching curricula (Başar & Demiral, 2020) and a new primary school curriculum was also developed for Information Technologies and Software course (MoNE, 2018). For these reasons, it is considered necessary to explore teachers' perception of new curricula.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perception of 2018 Turkish National Curriculum Change

Özüdoğru

2021

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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This research aimed to reveal teachers' perception of 2018 Turkish national curriculum change. The research was designed as a mixed method research. 306 teachers participated in the quantitative phase of the study and eight teachers participated in the qualitative part of the study. The data were collected through a scale and semi-structured interviews in the spring semester of 2019-2020 education year. Both descriptive and inferential statistics were used to analyze the quantitative data, and content analysis was conducted for the analysis of the qualitative data. The research findings indicated teachers' perception regarding curriculum change was at "neutral" level. In addition, it was found that teachers' perception differed significantly in terms of having postgraduate degree and getting in-service training while teachers' age, experience, level of school and faculty graduated did not create a significant difference. Also, it was found teachers viewed all curricula similar after 2005 constructivist curriculum reform and lacked sufficient knowledge and skills as regards to implementation of different dimensions of the 2018 curricula. Thus, providing teachers with quality in-service training may be recommended in order to introduce the fundamentals of new curricula so that teachers may adopt and apply them easier.

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2005’ten 2018’e Ortaokul Matematik Dersi Öğretim Programlarının Değerlendirilmesi

Cited by 15 publications

References 2 publications

Matematik Dersi Öğretim Programının Eisner Eğitsel Eleştiri Modeline Göre Değerlendirilmesi

Matematik Dersi Öğretim Programının Eisner Eğitsel Eleştiri Modeline Göre Değerlendirilmesi

Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

Teachers’ Perception of 2018 Turkish National Curriculum Change

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