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A survey of teachers’ implementations of new elementary school mathematics curriculum in sixth grade

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2007
Ulubay, Mutlu
The purpose of this study was to investigate the implementation process of the present and newly introduced instructional techniques in new elementary school mathematics curriculum in sixth grade through the reports of teachers, which has been piloted in some specific schools. Moreover, it was aimed to find out the effects of several parameters on implementation, like city where school teachers are working is located, teachers’ gender, teaching experience and number of students in the classroom. In addition, difficulties faced by teachers during the implementation process and teachers’ general opinions about the new curriculum are examined. The sample consisted of 80 teachers working at elementary schools located in Ankara, Istanbul, Bolu and Kocaeli (Izmit). The Teacher Questionnaire was administered to participants in the 2005-2006 academic year. In order to investigate the differences in Teacher Questionnaire’s sub-scales’ scores (Learning-Teaching Process, Material Usage, Evaluation Techniques) of the participants with respect to city, gender, teaching experience, academic level and number of students in classes, separate Multivariate Analysis of Variance were run. The results of this study indicated that teachers’ implementation of the new methods and techniques highlighted in the curriculum can be interpreted as at high level. MANOVA tests indicated that teachers’ implementation of the new methods and techniques were not affected by number of students in the classrooms, gender and teaching experience. According to the results of the study, teachers’ usage of recommended educational equipments was found as at average level and MANOVA tests indicated that teachers’ usage of recommended educational equipments was affected by teaching experience but not by gender and number of students in the classroom. The results of this study also showed that teachers’ implementation of new evaluation techniques was at average level and MANOVA tests indicated that teachers’ implementation of new evaluation techniques were not affected by gender, teaching experience and number of students in the classrooms.