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Journals / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2013 / Cilt: 28 - Sayı: 2

Teachers’ Reflections on the Implementation of the New Elementary School Mathematics Curriculum in Turkey

Yeni İlköğretim Matematik Programı Hakkında Öğretmenlerin Görüş ve Değerlendirmeleri

Ali ERASLAN
Pages
152–165
Publication Date
2022-10-19
DOI
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AI Summary & Key Takeaways

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

They also claimed some problems encountered in practice: (1) impediments to carry out activities in the class (2) a lack of sufficient knowledge on using alternative assessments, (3) a lack of parental support and involvement, and (4) interferences caused by national norm-referenced tests

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines Turkish mathematics teachers’ reflections on the implementation of the new elementary mathematics curriculum for grades 6-8 in a pilot school.
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Key Findings & Data:For this aim, three mathematics teachers during the fall semester of 2007 were regularly observed in their classrooms and then interviewed at the end.
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Conclusion & Impact:They also claimed some problems encountered in practice: (1) impediments to carry out activities in the class (2) a lack of sufficient knowledge on using alternative assessments, (3) a lack of parental support and involvement, and (4) interferences caused by national norm-referenced tests
🔬Design:Research Article
📍Scope:2007 Verileri
⚙️Variables:Domain Parameters

Abstract

This study examines Turkish mathematics teachers’ reflections on the implementation of the new elementary mathematics curriculum for grades 6-8 in a pilot school. For this aim, three mathematics teachers during the fall semester of 2007 were regularly observed in their classrooms and then interviewed at the end. The data collected from the interviews and observations revealed that teachers were in favor of the new mathematics curriculum; however, they mentioned a lack of initial training and asked for an ongoing in-service training at the school level. They also claimed some problems encountered in practice: (1) impediments to carry out activities in the class (2) a lack of sufficient knowledge on using alternative assessments, (3) a lack of parental support and involvement, and (4) interferences caused by national norm-referenced tests

Özet

Bu nitel araştırmanın amacı yeni 6-8. sınıf ilköğretim matematik programı hakkında öğretmenlerin görüş ve düşüncelerini ortaya koymaktır. Bu amaçla bir pilot okulda çalışan üç matematik öğretmeni dönem boyunca kendi matematik sınıflarında düzenli olarak gözlemlenmiş ve dönemin sonunda kendileriyle birer saatlik yarı-yapılandırılmış görüşmeler yapılmıştır. Toplanan verilerin içerik analizi sonucunda, öğretmenler yeni matematik programı hakkında olumlu yönde görüş bildirirken diğer taraftan hizmet içi eğitimin yetersizliğini vurgulamış ve bu konuda daha sonra da herhangi bir tamamlayıcı eğitim almadıklarını ifade etmişlerdir. Ayrıca uygulama sırasında karşılaştıkları bazı problemleri şu şekilde dile getirmişlerdir: sınıf mevcudunun fazla olması, programın gerektirdiği materyallerin yetersizliği, tüm programı bitirme noktasında zaman yetersizliği, alternatif değerlendirme metotlarının kullanımı hakkında bilgi yetersizliği, yeni programa aile ilgisi ve desteğinin azlığı ve sene sonu uygulanan merkezi sınavların programa negatif etkisi

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Cite This Article

ERASLAN, A. (2022). Teachers’ Reflections on the Implementation of the New Elementary School Mathematics Curriculum in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 28 - Sayı: 2, 152–165. https://ajindex.com/articles/532073

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