Ilhan, AzizAslaner, Recep2024-08-042024-08-0420191301-00851309-0275https://doi.org/10.9779/pauefd.452646https://search.trdizin.gov.tr/yayin/detay/388973https://hdl.handle.net/11616/92840In 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.trinfo:eu-repo/semantics/openAccessmathematics teaching programsprogram evaluationmathematics educationArticle4639441510.9779/pauefd.452646388973WOS:000474694300022N/A