Fourth Grade Teachers Evaluate the Mathematics Reform in Turkey

Sezer R., GÜNER N., Akkus Ispir O.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, vol.30, no.1, pp.227-238, 2015 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 30 Issue: 1
  • Publication Date: 2015
  • Journal Name: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.227-238
  • Keywords: Mathematics curriculum, mathematics reform, elementary school teachers, teacher perspective, mathematics textbooks, pedagogy, attitude, CURRICULUM, VIEWS
  • Ankara University Affiliated: Yes

Abstract

This study aims to evaluate the elementary mathematics curriculum, developed in 2005, textbooks, pedagogy and students' attitudes from elementary teachers' perspective. Teachers cite student-centered pedagogy and making connections between mathematics and real life as the strengths of the new programme and its spiralling nature, denseness and inadequateness of time as its weakness. Majority of the teachers found textbooks insufficient due to the lack of question variety. 57% of the teachers do 4 or more activities per week; yet, only 15.3% say they use a student-centered approach. There is no significant difference between the frequency with which activities are utilized and each of the following: geographical region, school location, teacher's experience, and class size. Teachers' claim that while students' desire to succeed and interest in mathematics is above moderate, their inclination to discover it and prior knowledge is slightly below average.