Turkish Mathematics Teachers’
Concerns about the Curriculum
Reform in the First Year of
Implementation

Tuba Gokcek; Adnan Baki

doi:10.12973/eurasia.2013.928a

Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation

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Tuba Gokcek ¹ ^* , Adnan Baki ¹

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¹ Karadeniz Technical University, TURKEY^* Corresponding Author

Abstract

The aim of this study was to examine mathematics teachers’ concerns about the sixth grade curriculum that was launched in Turkey in 2006. As a data collection tool, the Stages of Concern Questionnaire (SoCQ), based on the Concerns Based Adoption Model (CBAM), was administered twice (at the beginning and the end of the instructional year) to 110 teachers who were using the new mathematics curriculum for the first time. The same teachers were also asked to provide an open-ended statement in order to obtain qualitative data. The data were analyzed separately to highlight changes in the teachers’ concerns about the 6th grade curriculum. According to the results, the teachers were mainly concerned about becoming sufficiently informed about the program; organization and timing issues; inadequate school conditions and students’ backgrounds. They were also concerned about the new instructional materials, although the intensity of their concerns changed over time.

Keywords

change
concerns
mathematics teachers
curriculum

License

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

EURASIA J Math Sci Tech Ed, 2013, Volume 9, Issue 2, 177-190

https://doi.org/10.12973/eurasia.2013.928a

Publication date: 14 Dec 2013

Article Views: 1554

Article Downloads: 892

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How to cite this article

APA

Gokcek, T., & Baki, A. (2013). Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 177-190. https://doi.org/10.12973/eurasia.2013.928a

Vancouver

Gokcek T, Baki A. Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation. EURASIA J Math Sci Tech Ed. 2013;9(2):177-90. https://doi.org/10.12973/eurasia.2013.928a

AMA

Gokcek T, Baki A. Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation. EURASIA J Math Sci Tech Ed. 2013;9(2), 177-190. https://doi.org/10.12973/eurasia.2013.928a

Chicago

Gokcek, Tuba, and Adnan Baki. "Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 2 (2013): 177-190. https://doi.org/10.12973/eurasia.2013.928a

Harvard

Gokcek, T., and Baki, A. (2013). Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), pp. 177-190. https://doi.org/10.12973/eurasia.2013.928a

MLA

Gokcek, Tuba et al. "Turkish Mathematics Teachers’ Concerns about the Curriculum Reform in the First Year of Implementation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 2, 2013, pp. 177-190. https://doi.org/10.12973/eurasia.2013.928a