Evaluation of Middle School Mathematics Course Curriculums from 2005 to 2018

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dc.authoridİLHAN, Aziz/0000-0001-7049-5756
dc.authoridaslaner, recep/0000-0003-1037-6100
dc.authoridözdemir, Ferhat/0000-0002-8913-531X
dc.authorwosidİLHAN, Aziz/AFE-0776-2022
dc.authorwosidaslaner, recep/ABH-1522-2020
dc.authorwosidözdemir, Ferhat/HPE-6935-2023
dc.contributor.authorIlhan, Aziz
dc.contributor.authorAslaner, Recep
dc.date.accessioned2024-08-04T20:10:32Z
dc.date.available2024-08-04T20:10:32Z
dc.date.issued2019
dc.departmentİnönü Üniversitesien_US
dc.description.abstractIn this research, secondary mathematics teaching programs published by the Ministry of National Education (MoNE) Education and Training Board (TB) from 2005 to 2018 (2005, 2006, 2009, 2013, 2015, 2017 and 2018), content (learning areas), vision, approach, philosophy, achievements, skills and implementation steps of the program. For this reason, it is preferred to use a qualitative analysis method for document review. Working in this method direction; the research was carried out in six steps: identifying research problems, collecting data, evaluating data, analyzing findings, evaluating the knowledge gained from the research topic, and making proposals. The data were analyzed with the coding key prepared from 2005 to 2018 to allow comparison of the seven secondary mathematics teaching programs published by MoNE TB. As a result of the research findings, mathematics curriculum developed from 2005 to 2009 it has been determined that the number of objectives are generally reduced, simplified and clarified, some arrangements have been made in the learning areas and the number of competencies and skills to be gained have been increased. In addition, the achievements in the curriculum have been reduced by simplifying, consolidating, or updating the curriculum and the length of the courses has been increased by a factor of four at the emphasis on mathematics. It is suggested that researchers who want to study in this area should conduct new research which analyzes in detail the between objectives, learning areas, targeted competencies and skills, achievements and the relationships class hours.en_US
dc.identifier.doi10.9779/pauefd.452646
dc.identifier.endpage415en_US
dc.identifier.issn1301-0085
dc.identifier.issn1309-0275
dc.identifier.issue46en_US
dc.identifier.startpage394en_US
dc.identifier.trdizinid388973en_US
dc.identifier.urihttps://doi.org/10.9779/pauefd.452646
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/388973
dc.identifier.urihttps://hdl.handle.net/11616/92840
dc.identifier.wosWOS:000474694300022en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isotren_US
dc.publisherDergipark Akaden_US
dc.relation.ispartofPamukkale Universitesi Egitim Fakultesi Dergisi-Pamukkale University Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectmathematics teaching programsen_US
dc.subjectprogram evaluationen_US
dc.subjectmathematics educationen_US
dc.titleEvaluation of Middle School Mathematics Course Curriculums from 2005 to 2018en_US
dc.typeArticleen_US

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