Curriculum Reform in Turkey: A Case of Primary School Mathematics Curriculum

Autor/in	Bulut, Mehmet
Titel	Curriculum Reform in Turkey: A Case of Primary School Mathematics Curriculum
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 3 (2007) 3, S.203-212 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Mathematics Curriculum; Mathematics Instruction; Curriculum Development; Elementary School Students; Case Studies; Teaching Methods; Elementary School Teachers; Elementary School Mathematics; Inservice Education; Inservice Teacher Education; Foreign Countries; Grade 5; Mathematics Activities; Pilot Projects; Semi Structured Interviews; Test Items; Questioning Techniques; Mathematics Education; Teacher Student Relationship; Teacher Role; Student Role; Student Attitudes; Comparative Analysis; Teacher Effectiveness; Qualitative Research; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Berufsbegleitende Ausbildung; Lehrerfortbildung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Pilot project; Modellversuch; Pilotprojekt; Test content; Testaufgabe; Befragungstechnik; Fragetechnik; Mathematische Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung
Abstract	The purpose of this study was to analyze the newly developed elementary school (grades 1 through 8) mathematics curriculum by considering 5th grade students' and classroom teachers' views. The analysis of the curriculum was realized in three dimensions; (1) Classroom management--classroom physical and emotional environments, teacher and student roles, and interactions, (2) Instruction--objectives, planning, implementation, method and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and/or benefits) and weaknesses (and/or limitation). Qualitative case study method was utilized with the participation of three elementary school teachers and their forty-three fifth grade students were invited. The responses gathered from the participants were content analyzed and then the codes were categorized. The findings indicated that several changes have been done and reflected into the classroom implementation and student-centered approaches have been incorporated into the instruction. On the other hand, some difficulties emerge during the implementation due to lack of infrastructure. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01