Quantitative and Qualitative Comparison of Learning Outcomes in Mathematics Curricula of Different Countries in the Context of Mathematical Literacy Skills

Year 2024, , 324 - 350, 27.12.2024

İrem Çevik , Bilgen Kerkez

https://doi.org/10.17522/balikesirnef.1495776

Abstract

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.

Keywords

Mathematical literacy skills, mathematical processes, mathematics curricula, learning outcomes

Farklı Ülkelerin Matematik Öğretim Programlarındaki Öğrenme Çıktılarının Niceliksel ve Matematik Okuryazarlığı Becerisi Bağlamında Niteliksel olarak Karşılaştırılması

Abstract

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.

Keywords

Matematik okuryazarlığı becerisi, matematiksel süreçler, matematik öğretim programı, öğrenme çıktısı

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