A Qualitative Study for The Evaluation of The 1-4. Classes’ Mathematics Curriculum Content in Terms of Spiral Program Approach

Güzel, Gülizar; Şahin, Harun

doi:10.15345/iojes.2019.02.012

Cited by 4 publications

(3 citation statements)

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“…Revisions to the mathematics curriculum in 2004 and 2017 aimed to bring it in line with global trends and educational studies, particularly those observed in the US and the EU. This led to innovative changes in the content and structure of the curriculum, emphasising a student-centred approach within a constructivist framework (Guzel and Sahin, 2019;Bal and Gezgin, 2022).…”

Section: Discussion Conclusionmentioning

confidence: 99%

A review of literature on mathematics curricula in use at primary school level

Demir

2024

Preprint

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This paper investigates research on the evaluation of primary mathematics curricula over seventeen years to provide significant guidance on the essential issues and a set of fundamental principles for promoting mathematics achievement in Turkey and internationally. To do this, I aim to contribute to the primary mathematics curriculum and research by synthesising relevant research and identifying potential trends, highlighting key research findings, identifying challenges in curriculum implementation, and highlighting gaps in the literature. I synthesised ninety-four studies from 2005 to 2022 using descriptive content analysis, categorising the data according to overall mathematics curricula, including curriculum objectives, content, learning process and assessment, teacher, curriculum, and institutional challenges in implementing the curriculum. My critique highlights strengths and weaknesses in the literature, suggests research priorities for researchers to guide future research, and outlines specific implications for policymakers, leaders, and teachers in a mathematics curriculum.

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Section: Discussion Conclusionmentioning

confidence: 99%

A review of literature on mathematics curricula in use at primary school level

Demir

2024

Preprint

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“…Analiz birimi olarak da kazanımlar belirlenmiştir. Elde edilen verilerin analizi için sarmal programlama modelini konu edinen çalışmalar (Bloom, 1976;Güzel & Şahin, 2019;Harden & Stamper, 1999;Tüzel Gülkaya, 2022) incelenerek birtakım analiz ölçütleri belirlenmiştir. Bu ölçütler; aşamalı olarak ilerleme (basitten karmaşığa, somuttan-soyuta, yakından uzağa) tekrar ve bilişsel beceri basamaklarında genişleme olarak belirlenmiştir.…”

Section: Verilerin Analiziunclassified

Examination of the Appropriateness of the 2018 Social Studies Course Curriculum with the Spiral Programming Model at the Level of Achievement

ÇOPUR>

SEYHAN>

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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2018 yılı sosyal bilgiler dersi öğretim programında yer alan kazanımların sarmal programlama yaklaşımına uygunluğunu ortaya koyma amacında olan çalışmanın verileri nitel bir veri toplama tekniği olan doküman incelemesi ile toplanmış olup elde edilen veriler içerik analizine tabi tutulmuştur. Araştırmada veri toplama aracı olarak “Sosyal Bilgiler Dersi Öğretim Programı Kazanım Değerlendirme Çizelgesi” kullanılmıştır. Elde edilen verilerin analizi ise “Sarmal Programlama Modeline Uygunluk Değerlendirme Tablosu” aracılığıyla yapılmıştır. Araştırmanın bulgularına göre; 2018 Sosyal Bilgiler Dersi Öğretim Programının kazanım düzeyinde önemli ölçüde sarmal programlama yaklaşımına uygun olarak, aşamalılık (somuttan soyuta, yakından uzağa) ve giderek genişleyen (farklı ve aynı sınıf seviyeleri) bir çerçevede, hazırlandığı belirlenmiştir. Sarmal yapının özellikle “Kültür ve Miras”, “İnsan, Yerler ve Çevreler”, “Bilim, Teknoloji ve Toplum”, “Küresel Bağlantılar” öğrenme alanlarında dört, beş ve altıncı sınıfta yer alan kazanımlarda daha belirgin olduğu da tespit edilmiştir. 2018 Sosyal Bilgiler Dersi Öğretim Programında, programlama yaklaşımına dair yeterli düzeyde açıklamaya yer verilmediği de bulgular arasındadır. Bu sonuçlara dayalı olarak; olası bir program güncellenmesi veya değişikliğinde sosyal bilgiler dersi öğretim programının sarmal yapısının güçlendirilmesi, programda yer alan beceri ve değerler açısından sarmal programlama anlayışı çerçevesinde durumun daha kapsamlı bir şekilde ele alması, kazanımların yanı sıra ders içeriklerinin de sarmal yapıya uygunluğunun incelenmesi ve sosyal bilgiler dersi öğretim program yapısının daha detaylı olarak sosyal bilgilere özgü bir şekilde ele alınması yönünde öneriler getirilmiştir.

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“…In addition, the studies mainly deal with the views of teachers and students on the implementation, elements, design, or evaluation of the curriculum (Ulusoy, 2012;Ünal, 2018;Konur andAtlıhan, 2016;Cansız Aktaş, 2008;Abdioğlu and Çevik, 2018). In national studies, some studies evaluate the mathematics education program from different perspectives (İncikabı et al, 2016;Güzel and Şahin, 2019), as well as studies that compare it with previous programs (Sezgin-Memnun, 2013) and with the programs of different countries (Guzel et al, 2013);Erbilgin, 2014;Öztürk and Özmantar, 2016). In the studies conducted with preservice teachers (Erdem and Eğmir, 2018;Çetinkaya and Tabak, 2019), the level of knowledge of teacher candidates about the education program was determined and analyzed according to variables (such as gender, age, department, type of education, and academic achievement).…”

Section: Introductionmentioning

confidence: 99%

The Awareness of Prospective Mathematics Teachers on the Mathematics Curriculum

BİBER,

BAKIRCI

2023

International Journal of Educational Studies in Mathematics

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This research aims to examine the pre-service mathematics teachers' awareness of the special aims, application principles, and learning areas of the mathematics course curriculum. In this study, which was conducted with 30 primary school mathematics teacher candidates selected by convenience sampling technique, the case study design, one of the qualitative research approaches, was preferred. The data of the research were collected with an opinion form that included three open-ended questions questioning the specific aims, application principles, and learning areas of the mathematics curriculum. Descriptive analysis was used in the analysis of the obtained data. As a result of the research, it was seen that the participant teacher candidates mostly emphasized the items related to the use of mathematics in daily life within the scope of the program's special objectives. It can be said that the candidates mostly care about taking into account the individual differences of students in mathematics teaching, the use of materials, and the principle from concrete to abstract in mathematics education. In addition, it has been determined that all participants have knowledge of the learning areas in the secondary school mathematics curriculum and at which grade levels these learning areas are taught. As a result, it can be said that the awareness of the teacher candidates who will be the implementers of the training programs is high.

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A Qualitative Study for The Evaluation of The 1-4. Classes’ Mathematics Curriculum Content in Terms of Spiral Program Approach

Cited by 4 publications

References 0 publications

A review of literature on mathematics curricula in use at primary school level

A review of literature on mathematics curricula in use at primary school level

Examination of the Appropriateness of the 2018 Social Studies Course Curriculum with the Spiral Programming Model at the Level of Achievement

The Awareness of Prospective Mathematics Teachers on the Mathematics Curriculum

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