ÖZETBu çalışma, 2017 yılında güncellenmiş ortaokul matematik dersi öğretim programında yer alan kazanımların yenilenmiş Bloom Taksonomisine göre bilişsel ve bilgi düzeyine göre derinlemesine incelemek amacıyla yapılmıştır. Verilerin analizi için doküman analizi yöntemi kullanılmıştır. Ortaokul matematik öğretim programı kapsamında 215 kazanım üç araştırmacı tarafından değerlendirilmiştir. Kazanımların değerlendirilme süreci, ortak görüşe varma, bireysel değerlendirme, karşılaştırma olmak üzere üçlü döngü şeklinde devam etmiştir. Yenilenmiş Bloom Taksonomisine göre yapılan analiz sonucunda; bilişsel süreç boyutu açısından kazanımların anlama ve uygulama basamaklarında, bilgi boyutu açısından ise kavramsal ve işlemsel bilgi basamaklarında ağırlıkta olduğu belirlenmiştir. Ayrıca kazanımlar sınıf seviyesi ve öğrenme alanlarına göre değerlendirildiğinde, kazanımların bilişsel süreç boyutu açısından kısmen benzerlik gösterdiği; bilgi boyutu açısından da farklılık gösterdiği sonucuna varılmıştır. Anahtar Kelimeler: Matematik öğretim programı, yenilenmiş Bloom taksonomisi, kazanımlar USING BLOOM'S REVISED TAXONOMY TO ANALYSE LEARNING OUTCOMES IN MATHEMATICS CURRICULAM ABSTRACTIn this study, it was aimed at evaluating and analysing students' learning outcomes in Turkish middle school mathematics curriculum according to knowledge and cognitive process dimension of Bloom's Renewed Taxonomy. In order to gather the required data, document analysis as a qualitative method was used in this research. Therefore, 215 learning outcomes were analysed individually by three researchers and were placed in the two-dimensional taxonomy. The results of analysing outcomes from each researcher were compared to view the concurrency and then differences between the researchers results argued to arrive at a consensus. The findings illustrated that learning outcomes are mostly dominated by understand and apply steps in terms of cognitive process dimension. They are also dominated by procedural and conceptual steps in terms of knowledge dimension. In addition, when the learning outcomes in reference to grade level and learning areas were considered, different results were found in terms of knowledge dimension.Keywords: Mathematics curriculum, Bloom's revised taxonomy, learning outcomes *Arş. Gör., Artvin Çoruh Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Anabilim dalı, sedefcelik@artvin.edu.tr ** Dr. Öğr. Üyesi, Artvin Çoruh Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Anabilim dalı, umitkul@artvin.edu.tr *** Dr. Öğr. Üyesi, Artvin Çoruh Üniversitesi, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Matematik Eğitimi Anabilim dalı, sclkuzun@artvin.edu.tr Sedef ÇELİK, Ümit KUL, Selcen ÇALIK UZUN 776 1.GİRİŞDünyanın her yerinde, ülkelerin öğretim programları eğitim-öğretim sürecinde bir yol haritası olarak düşünülebilir (Ersoy, 2006). Başka bir ifadeyle öğretim programı, okulda ya da okul dışında bir dersin öğretimiyle ilgili tüm et...

ABSTRACT. The goal of this research is to determine the opinions of teachers about the use of interactive whiteboard. In the study, phenomenology design, a part of qualitative research approach, was used; individual interviews were held with a total of 14 mathematics teachers who were working in secondary schools in Artvin city center. In the interviews, teachers were required to state the effects of above mentioned technology on education process in terms of teacher and students, to explain how they benefit from interactive board technology in their classes, and to mention the problems that they face while using this technology. The obtained data was analyzed qualitatively. As a result of the data analysis, it was determined that teachers benefit from interactive boards in mathematics class for visualization and concretizing abstract concepts. In addition to this, it was seen that they used it as a projector in order to solve more problems and solve them faster. On the other hand, teachers, who were determined to have some negative thoughts, stated that they had problems because of the inability to use such devices and some technical problems, resulting from insufficient infrastructure. KeyWords: Interactive whiteboard, mathematics, teacher views SUMMARY Introduction: In today's world, we can see many changes in different areas due to the technological developments. It is possible to see these changes in the field of education as well as in many places. The reflections of computer and internet technologies can be seen in educational programs that are being implemented. In order to adapt emerging technologies and accelerate their integration process into our educational system various projects have been carried out by the Ministry of National Education (Akpınar, 2003). The Ministry of Education announced FATIH (Increasing Opportunities and Improvement of Technology Movement) project to make more effective use of technology, to maintain the equality of opportunity among students and to ensure more effective use of ICT in teaching-learning process in schools. To ensure the infrastructure of this project, schools were equipped with notebook, tablet PC, LCD panel, interactive whiteboard and the Internet. One of the major components of this project is interactive whiteboard. Interactive whiteboard is the electronic media that transformed from classic boards. In general, interactive whiteboard screen in the form of electronic equipment enables users to operate on touch screen with a finger or a special pen which of them can be used without the need of a computer or a projecto and has an internal hard drives (Türel, 2011). Schools were equipped with interactive whiteboard under Fatih project. With respect to this situation, usage of smart board skills should not be ignored that every mathematics teacher should have within Fatih project. It is important to determine mathematics teachers' opinions related to how they take advantages of interactive whiteboard applications in lessons as the coordinator of the activities u...

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