TY  - JOUR
T1  - Quantitative and Qualitative Comparison of Learning Outcomes in Mathematics Curricula of Different Countries in the Context of Mathematical Literacy Skills
TT  - Farklı Ülkelerin Matematik Öğretim Programlarındaki Öğrenme Çıktılarının Niceliksel ve Matematik Okuryazarlığı Becerisi Bağlamında Niteliksel olarak Karşılaştırılması
AU  - Çevik, İrem
AU  - Kerkez, Bilgen
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.17522/balikesirnef.1495776
JF  - Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education
JO  - NEF-EFMED
PB  - Balıkesir University
WT  - DergiPark
SN  - 1307-6086
SP  - 324
EP  - 350
VL  - 18
IS  - 2
LA  - en
AB  - In this qualitative study, written resources related to the curricula of the countries and 2022 PISA results were used to examine the learning outcomes in the mathematics curricula of different countries in quantitative and qualitative dimensions. In the quantitative dimension, other countries had higher PISA scores and rankings with fewer learning outcomes than Türkiye. In the qualitative dimension, it was observed that the outcomes were concentrated in the mathematical process of third mathematical literacy in Türkiye and Poland, and in the mathematical process of second mathematical literacy in Sweden and Denmark. Outcomes in Türkiye were found to be more complex and not evenly distributed across mathematical processes. Based on the findings, it is suggested that the mathematics learning outcomes should be reduced and distributed more evenly across the mathematical processes, and a renewed programme should be proposed to enable in-depth development of skills as well as knowledge.
KW  - Mathematical literacy skills
KW  - mathematical processes
KW  - mathematics curricula
KW  - learning outcomes
N2  - Farklı ülkelerin matematik öğretim programlarındaki öğrenme çıktılarının niceliksel ve niteliksel boyutta incelenmesi amacıyla nitel modelde yürütülen bu çalışmada, ülkelerin öğretim programlarına yönelik yazılı kaynaklar ve 2022 PISA sonuçları kullanılmıştır. Niceliksel boyutta; diğer ülkeler Türkiye'den daha az öğrenme çıktısıyla daha yüksek PISA puanı ve sıralamasına sahiptir. Niteliksel boyutta; Türkiye ve Polonya’da üçüncü, İsveç ve Danimarka’da ikinci matematik okuryazarlığı matematiksel sürecinde çıktıların yoğunlaştığı görülmüştür. Türkiye’deki çıktıların diğerlerine göre karmaşık yapıda olduğu ve matematiksel süreçlere dengeli dağılmadığı saptanmıştır. Bulgulara dayanarak matematik öğrenme çıktılarının azaltılması ve matematiksel süreçlere daha eşit dağılımının sağlanmasıyla yenilenerek bilginin yanında becerilerin de derinlemesine geliştirilebilmesine olanak tanıyan bir program önerilmektedir.
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UR  - https://doi.org/10.17522/balikesirnef.1495776
L1  - https://dergipark.org.tr/en/download/article-file/3981545
ER  -