Exploring the Quality of the Mathematical Tasks in the New Turkish Elementary School Mathematics Curriculum Guidebook the Case of Algebra

To take its due place in the world of education, Turkey has been through serious reform initiatives in the curriculums of various school subjects since 2003. The new Turkish elementary school curriculum was prepared considering the research studies conducted in Turkey and in other countries, as well as the educational systems of developed countries and previous experiences with mathematics education in Turkey. This study attempts to provide a perspective on the nature of the instructional tasks in the new elementary school mathematics curriculum. In particular, our focus is to explore the level of cognitive demands (LCD) in the algebra tasks provided in the national elementary mathematics curriculum guidebook. This curriculum document is a major resource for administrators, stakeholders, textbook publishers and ultimately for teachers. For every learning objective, it provides sample tasks to be used in mathematics instructions. In this study, our purpose is to explore the LCD of each of these tasks by utilizing a framework developed by Smith and Stein (Math Teach Middle School 3: 344-350, 1998). The framework classifies mathematical tasks according to the level of demands: lower-level and higher-level demands. While the lower-level demands are related to memorization and procedures without connections, the higher-level demands are related to procedures with connections and doing mathematics. The findings revealed that 60% of algebra tasks for each grade level required higher LCD and a great majority of the remaining tasks were at the level of procedures without connections. The findings of the study particularly inform curriculum developers about issues regarding the quality of the tasks given in the curriculum guide and provide possible suggestions to improve the implementation of the curriculum change process.
ZDM - Mathematics Education


A case study democracy and human rights education in elementary school
Gündoğdu, Kerim; Gündoğdu, Kerim; Department of Educational Sciences (2004)
This qualitative exploratory case study focused on understanding how democracy and human rights education is carried out in a public elementary school in Turkey. A preliminary research was done in the USA in order to provide insight and experience into the study. An elementary school was chosen as a single case in Ankara. The study examined the perceptions of the school community (teachers, students, administrator and parents) related to democracy and human rights education through interviews. The participa...
Evaluation of Human Rights, Civics and Democracy Curriculum through Eisner's Evaluation Framework
Karakus Ozdemirci, Ozge; Aksoy, Afra Nur; Ok, Ahmet (Hacettepe University, 2020-01-01)
Human Rights, Civics and Democracy Curriculum for 4th graders was began to be implemented in 2015-2016 academic year. In this study, we aim to evaluate this curriculum regarding the universality of human rights concept; the appropriateness of the curriculum with its educational goals, content, instructional material and methods in terms of students' cognitive level and finally teacher competencies to teach this course. A qualitative intrinsic case study method was utilized. The data was collected through do...
A study of alternative English teacher certification practices in Turkey
Seferoğlu, Gölge (Informa UK Limited, 2004-07-01)
For several years the number of teachers trained in several subject areas through regular teacher education programs in Turkey has been insufficient to meet the demands in the country. As a result, to combat teacher shortages in many subjects alternative routes to teacher certification have been sought. Here we examine teacher candidates' perspectives of some of these practices. The participants in this examination comprised 140 senior undergraduate students in the English teaching program in a Faculty of E...
Ubuz, Behiye; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat (2011-02-13)
The purpose of this paper is to review the current state of doctoral programs in mathematics education in three Turkish universities. In this context, we first provide brief background information about Turkish higher education system and teacher education policies in Turkey. Then the major national initiatives towards future faculty development efforts are explained. Finally, the nature and components of mathematics education doctoral programs in Turkey is provided. In doing so, we provide information abou...
Reflections on Teacher Education in Turkey
Çakıroğlu, Erdinç; Çakıroğlu, Jale (Informa UK Limited, 2003-01-01)
The purpose of this paper is to discuss the problems of teacher education in Turkey and also to elaborate on the issues in the teacher education debate that we think are problematic. Our main focus will be on western influence and its consequences in building a relevant teacher education programme in Turkey. The irrelevancy between teacher education programmes and the realities of Turkish schools and the demand for a relevant theoretical base for teacher education were linked to western influence on the kno...
Citation Formats
B. Ubuz, A. K. Erbaş, and B. Çetinkaya, “Exploring the Quality of the Mathematical Tasks in the New Turkish Elementary School Mathematics Curriculum Guidebook the Case of Algebra,” ZDM - Mathematics Education, pp. 483–491, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39150.