The Effect of Experiences of Comparing International Mathematics Curricula on Prospective Mathematics Teachers' Views on Primary Mathematics Curriculum

Year 2024, , 248 - 270, 27.12.2024

Hakan Ulum

https://doi.org/10.17522/balikesirnef.1462714

Abstract

This research was conducted among prospective mathematics teachers during the 2023-2024 academic year at a university in the Central Anatolia Region of Turkey. The study's primary objective was to investigate the impact of comparative experiences with international mathematics curricula on the perceptions and attitudes of prospective mathematics teachers towards the elementary mathematics curriculum in Turkey. Specifically, the study aimed to explore how the experiences gained by prospective mathematics teachers through the examination of international mathematics curricula reflected their perceptions and attitudes towards their country's elementary mathematics curriculum. In the study, a one-group pretest-posttest experimental design was used and supported by interviews. The sample consisted of 10 prospective mathematics teachers enrolled in an elective course called "Comparison of Mathematics Teaching Programs." The findings indicate that the experience of analysing international mathematics curricula positively influenced the participants' perceptions and attitudes towards teaching programmes. Prospective teachers suggested improvements such as developing a curriculum closer to international standards, increasing student-centeredness, and diversifying assessment and evaluation methods. The results provide significant insights for developing elementary mathematics curricula and underscore the importance of integrating global perspectives into teacher education programs.

Keywords

Mathematics Curriculum, preservice teachers, experimental design

Uluslararası Matematik Öğretim Programlarını Karşılaştırma Deneyimlerinin Matematik Öğretmen Adaylarının İlköğretim Matematik Programına İlişkin Görüşlerine Etkisi

Abstract

Bu araştırma, 2023-2024 eğitim-öğretim yılında Türkiye'nin İç Anadolu Bölgesi'nde bir üniversitede matematik öğretmeni adayları arasında gerçekleştirilmiştir. Araştırmanın temel amacı, uluslararası matematik ders programlarının karşılaştırılması deneyimlerinin, matematik öğretmen adaylarının Türkiye'deki ilköğretim matematik öğretim programına ilişkin görüşlerine etkisini incelemektir. Özellikle, matematik öğretmen adaylarının uluslararası matematik ders programlarını inceleyerek elde ettikleri deneyimlerin, kendi ülkelerinin ilköğretim matematik öğretim programına yönelik algılarına ve tutumlarına nasıl yansıdığı araştırılmıştır. Araştırma, tek gruplu ön test son test bir yöntem kullanılarak tasarlanmıştır; nicel veriler görüşmelerle desteklenmiş ve analiz edilmiştir. Örneklem, "Matematik Öğretim Programlarının Karşılaştırılması" seçmeli dersini alan 10 matematik öğretmeni adayından oluşmaktadır. Bulgular, katılımcıların uluslararası matematik öğretim programlarını inceleme deneyimlerinin, öğretim programlarına yönelik algılarını ve tutumlarını olumlu yönde etkilediğini göstermektedir. Öğretmen adayları, uluslararası standartlara daha yakın bir program geliştirilmesi, öğrenci merkezliliğin artırılması, ölçme ve değerlendirme yöntemlerinin çeşitlendirilmesi gibi konularda önerilerde bulunmuştur. Araştırma sonuçları, ilköğretim matematik öğretim programlarının geliştirilmesi için önemli iç görüler sağlamaktadır ve öğretmen eğitimi programlarında uluslararası perspektiflerin entegre edilmesinin önemini vurgulamaktadır.

Keywords

Matematik öğretim programı, öğretmen adayları, deneysel desen

References

• Atteh, E., Assan-Donkoh, I., Ayiku, F., Nkansah, E., & Adams, A. K. (2020). The use of technology among school mathematics teachers and students: The new wave of recommended instructions. Asian Research Journal of Mathematics, 16(5), 18–29. https://doi.org/10.9734/arjom/2020/v16i530189
• Atweh, B., & Clarkson, P. (2002). Globalized curriculum or global approach to curriculum reform in mathematics education. Asia Pacific Education Review, 3(2), 160–167. https://doi.org/10.1007/bf03024909
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri. Pegem.
• Cai, J. (2004). Why do U.S. and Chinese students think differently in mathematical problem solving? Influence of early algebra learning and teachers’ beliefs. Journal for Research in Mathematics Education, 35(5), 297–328. https://doi.org/10.1016/j.jmathb.2004.03.004
• Cai, J., Mok, I., Reddy, V., & Stacey, K. (2017). International comparative studies in mathematics: Lessons and future directions for improving students’ learning. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education (pp. 79–99). Springer International Publishing. https://doi.org/10.1007/978-3-319-62597-3_6
• Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. ZDM – Mathematics Education, 52(7), 1223-1242. https://doi.org/10.1007/s11858-020-01196-0
• Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic Press.
• Creswell, J. W. (2018). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (Bütün, M., & Demir, S. B. Çev). Siyasal.
• Di Martino, P., & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teacher Education, 13, 27-48. https://doi.org/10.1007/s10857-009-9134-z
• Finnish National Agency for Education (2014). "National Core Curriculum for Basic Education." Available at https://www.oph.fi/en/statistics-and-publications/publications/national-core-curriculum-basic-education-2014
• Green, S. B., & Salkind, N. J. (2016). Using SPSS for Windows and Macintosh books a la carte. Pearson.
• Hjalmarson, M. A. (2008). Mathematics curriculum systems: Models for analysis of curricular ınnovation and development. Peabody Journal of Education, 83(4), 592–610. https://doi.org/10.1080/01619560802414965
• Kaiser, G., Leung, F. K.S., Romberg, T., & Yaschenko, I. (2002). International comparison in mathematics education: An overview. ICM, 1, 631-646. https://arxiv.org/pdf/math/0212416v1
• Kultusministerkonferenz (KMK) (2020). Educational standards in mathematics for the primary certificate. Germany. https://www.kmk.org/fileadmin/
• Leung, F. K. S. (2002). Behind the high achievement of East Asian students. Educational Research and Evaluation, 8(1), 87-108. https://doi.org/10.1076/edre.8.1.87.6920
• Mills, G. E., & Gay, L. R. (2016). Educational research: Competencies for analysis and applications. Pearson.
• Ministry of Education, Culture, Sports, Science and Technology, Japan. (2020). Course of study for elementary school. http://www.mext.go.jp/en/policy/education/
• Ministry of Education, Singapore. (2020). Mathematics syllabus: Primary. https://www.moe.gov.sg/education/syllabuses/sciences/
• Mullis, Ina V.S., Martin, Michael O., Foy, Pierre, Kelly, Dana L., Fishbein, Bethany (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center, Boston College. https://www.iea.nl/sites/default/files/2020-12/TIMSS%202019-International-Results-in-Mathematics-and-Science.pdf.
• National Council of Teachers of Mathematics. (2020). NCTM Standards and Guidelines for Mathematics Teaching. https://www.nctm.org/Standards-and-Positions/CAEP-Standards/
• Nguyen, T. T., Trinh, T. P. T., Ngo, H. T. V., Hoang, N. A., Tran, T., Pham, H. H., & Bui, V. N. (2020). Realistic mathematics education in Vietnam: Recent policies and practices. International Journal of Education and Practice, 8(1), 57-71. https://doi.org/10.18488/journal.61.2020.81.57.71
• OECD. (2019). PISA 2018 results (Volume I): What students know and can do? https://www.oecd.org/publications/pisa-2018-results-volume-i-5f07c754-en.htm
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (Çev. Ed. M. Bütün, S.B. Demir). Pegem Akademi.
• Peter-Koop, A., & Scherer, P. (2012). Early childhood mathematics teaching and learning. Journal für Mathematik-Didaktik, 33, 175-179. https://doi.org/10.1007/s13138-012-0043-9
• South Korean Education and Research Information Service (KERIS). (2020). Mathematics curriculum for elementary school. https://english.keris.or.kr/
• Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12, 47-66. https://doi.org/10.1007/s10857-008-9092-x
• Tatto, M T., & Senk, S L. (2011). The mathematics education of future primary and secondary teachers: Methods and findings from the teacher education and development study in mathematics. Journal of Teacher Education, 62(2), 121-137. https://doi.org/10.1177/0022487110391807
• Tosuncu, A. (2019). Investigation of the factors affecting the pedagogical content knowledge of prospective elementary mathematics teachers using hierarchical linear modelling (Publication No. 549435) [Master's thesis, Karamanoğlu Mehmetbey University]. Council of Higher Education Thesis Center.
• US Department of Education. (2010). Common core state standards for mathematics. http://www.corestandards.org/Math/
• Wößmann, L. (2003). Schooling resources, educational institutions and student performance: the international evidence. Oxford Bulletin of Economics And Statistics, 65(2), 117-170. https://doi.org/10.1111/1468-0084.00045
• Yıldız, A., & Gürgen, L. (2021). Evaluation of primary school mathematics curriculum according to the expertise-oriented approach to curriculum evaluation. Turkish Studies-Educational Sciences, 16(6), 2717-2734. http://dx.doi.org/10.7827/TurkishStudies.51910
• Zhang, N., Yang, R., Liu, Y., Zhou, J., & Wang, G. (2018). Integration of information technology (IT) and the mathematics curriculum. In Y. Cao & F. K. S. Leung (Eds.), The 21st century mathematics education in China (pp. 259-278). https://doi.org/10.1007/978-3-662-55781-5_13
• Zhou, G., Wang, P., Tian, L., Zhang, J., Li, Y., Fu, C., & Wu, S. (2020). What they learned won’t go away: The impacts of an international exchange program on Chinese teacher candidates’ understanding of and practice in science education. ECNU Review of Education, 5(3), 404-424. https://doi.org/10.1177/2096531120959676