Understanding Teachers in the Midst of Reform: Teachers’ Concerns about Reformed Sixth Grade Mathematics Curriculum in Turkey
Bülent Çetinkaya 1 *
More Detail
1 Middle East Technical University, TURKEY* Corresponding Author


The purpose of this study was to investigate mathematics teachers’ concerns about the reformed 6th grade mathematics curriculum in Turkey and to identify the possible relations between teachers’ personal characteristics and their concerns about the curriculum. 306 in-service mathematics teachers teaching in Ankara participated in the study. Teachers’ concerns about reformed curriculum were identified by administration of Concerns-Based Adoption Model (CBAM). Results showed that teachers’ concerns focused mainly on the personal and collaboration stages of the CBAM model. This indicates that the teachers were not resistant to the change, though they had some confusion about the curriculum; they wanted to learn from what others knew and were doing to increase their knowledge and skills about implementation of the reformed curriculum.


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, 2012, Volume 8, Issue 3, 155-166


Publication date: 12 Jan 2012

Article Views: 1907

Article Downloads: 843

Open Access References How to cite this article