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Curriculum Reform in Turkey: A Case of Primary School Mathematics Curriculum

Author(s): Mehmet Bulut

Journal: Eurasia Journal of Mathematics, Science & Technology Education
ISSN 1305-8223

Volume: 3;
Issue: 3;
Start page: 203;
Date: 2007;
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Keywords: Elementary Mathematics Curriculum | Reform | Teacher Change | Qualitative Research

The purpose of this study was to analyze the newly developed elementary school (grades 1 through 8) mathematics curriculum by considering 5th grade students’ and classroom teachers’ views. The analysis of the curriculum was realized in three dimensions; (1) Classroom management – classroom physical and emotional environments, teacher and student roles, and interactions, (2) Instruction – objectives, planning, implementation, method and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and/or benefits) and weaknesses (and/or limitation). Qualitative case study method was utilized with the participation of three elementary school teachers and their forty-three fifth grade students were invited. The responses gathered from the participants were content analyzed and then the codes were categorized. The findings indicated that several changes have been done and reflected into the classroom implementation and student-centered approaches have been incorporated into the instruction. On the other hand, some difficulties emerge during the implementation due to lack of infrastructure.
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