Curriculum Reform in Turkey: A Case of Primary School Mathematics Curriculum
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Mehmet Bulut 1 *
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1 Gazi Üniversitesi, Ankara, TURKEY
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Abstract

The purpose of this study was to analyze the newly developed elementary school (grades 1 through 8) mathematics curriculum by considering 5th grade students’ and classroom teachers’ views. The analysis of the curriculum was realized in three dimensions; (1) Classroom management – classroom physical and emotional environments, teacher and student roles, and interactions, (2) Instruction – objectives, planning, implementation, method and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and/or benefits) and weaknesses (and/or limitation). Qualitative case study method was utilized with the participation of three elementary school teachers and their forty-three fifth grade students were invited. The responses gathered from the participants were content analyzed and then the codes were categorized. The findings indicated that several changes have been done and reflected into the classroom implementation and student-centered approaches have been incorporated into the instruction. On the other hand, some difficulties emerge during the implementation due to lack of infrastructure.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/75399

EURASIA J Math Sci Tech Ed, 2007 - Volume 3 Issue 3, pp. 203-212

Publication date: 23 Oct 2007

Article Views: 1758

Article Downloads: 1299

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