A general conclusion of the study was that changes in the Turkishgeometry education at the upper elementary level have been mostly limited with the rhetoric after 2004.The most prominent change was that the notion of “drawing” was replaced by the notion of “constructing”in order to be consistent with the constructive approach of the post-reform mathematics program.
📌 3 Key Takeaways
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Objective & Hypothesis:This paper aimed to present the changes in the upper elementary school (grades 6, 7, 8)geometry learning area in Turkey after the reform movement of 2004.
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Key Findings & Data:The methodology of the study wasdescriptive and included content analysis in terms of objectives, geometry content, and time allocation ingeometry before and after 2004.
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Conclusion & Impact:A general conclusion of the study was that changes in the Turkishgeometry education at the upper elementary level have been mostly limited with the rhetoric after 2004.The most prominent change was that the notion of “drawing” was replaced by the notion of “constructing”in order to be consistent with the constructive approach of the post-reform mathematics program.
🔬Design:Research Article
📍Scope:2004 Verileri
⚙️Variables:Geometry learning area · geometry education · reform movement
Özet
This paper aimed to present the changes in the upper elementary school (grades 6, 7, 8)geometry learning area in Turkey after the reform movement of 2004. The methodology of the study wasdescriptive and included content analysis in terms of objectives, geometry content, and time allocation ingeometry before and after 2004. A general conclusion of the study was that changes in the Turkishgeometry education at the upper elementary level have been mostly limited with the rhetoric after 2004.The most prominent change was that the notion of “drawing” was replaced by the notion of “constructing”in order to be consistent with the constructive approach of the post-reform mathematics program.
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