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Journals / Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi / 2026 / Volume: 16 Issue: 1

Elementary mathematics teachers’ perceptions and lived experiences regarding the 2018 revision of the 7th grade mathematics curriculum

Derya Uyar(AFYON KOCATEPE ÜNİVERSİTESİ, SOSYAL BİLİMLER ENSTİTÜSÜ)0000-0003-0829-2944
Koray Kasapoğlu(AFYON KOCATEPE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0003-2663-2244
Pages
—
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These include adjusting class duration, modifying 7-MC objectives, redesigning content and advocating for greater pedagogical freedom.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigates the perceptions and experiences of Elementary Mathematics Teachers (EMTs) regarding the 2018 update to the 7th grade mathematics curriculum (7-MC).
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Key Findings & Data:Using a qualitative, phenomenological approach, the study involved 24 EMTs with master's and/or doctoral degrees in mathematics education and/or curriculum and instruction.
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Conclusion & Impact:These include adjusting class duration, modifying 7-MC objectives, redesigning content and advocating for greater pedagogical freedom.
🔬Design:Research Article
📍Scope:2018 Verileri
⚙️Variables:Curricular changes · Elementary mathematics teacher · Middle school

Abstract

This study investigates the perceptions and experiences of Elementary Mathematics Teachers (EMTs) regarding the 2018 update to the 7th grade mathematics curriculum (7-MC). Using a qualitative, phenomenological approach, the study involved 24 EMTs with master's and/or doctoral degrees in mathematics education and/or curriculum and instruction. Data were gathered via semi-structured interviews with EMTs in middle schools in Afyonkarahisar, Türkiye and underwent content analysis alongside the 2018 7-MC analysis. The findings suggest that, although the 7-MC objectives are structurally sound, they lack pedagogical depth. While the content of the 7-MC is adequate, it also presents certain limitations, highlighting a discrepancy between curriculum ideals and the teaching and learning process in the classroom. There is a divergence between curriculum expectations and assessment practices. The lesson planning process incorporates ready-made plans that are tailored to students' levels, and teaching approaches are influenced by context. Instructional materials present both opportunities and constraints. EMTs face three main challenges when implementing the 7-MC: duration, content and learners. EMTs have proposed various actions to bridge the gap between the 7-MC and classroom reality. These include adjusting class duration, modifying 7-MC objectives, redesigning content and advocating for greater pedagogical freedom.

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Cite This Article

Uyar, D., Kasapoğlu, K. (2026). Elementary mathematics teachers’ perceptions and lived experiences regarding the 2018 revision of the 7th grade mathematics curriculum. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, Volume: 16 Issue: 1. https://doi.org/10.31704/ijocis.1739764

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