Türkiye Yüzyılı Maarif Modeli’nin K-12 Düzeyinde Tahmin Becerisi Açısından Karşılaştırılmalı Analizi

Year 2025, Volume: 27 Issue: 3, 355 - 371, 30.09.2025

Gözde Kaplan Can , Semanur Kandil Şıvka

https://doi.org/10.17556/erziefd.1644429

Abstract

Bu çalışmanın amacı K-12 düzeyinde Türkiye Yüzyılı Maarif Modeli (TYMM) matematik öğrenme çıktıları ile Türkiye genelinde yürürlükte olan İlkokul, Ortaokul ve Ortaöğretim Matematik Dersi Öğretim Programları ve Okul Öncesi Eğitim Programları Matematik Alanı kazanımlarının tahmin becerisi çerçevesinde incelenmesi, farklılık gösterdikleri noktaların ortaya konulması, bu farklılıkların yorumlanması ve tartışılmasıdır. Doküman analizi tekniği kullanılarak incelenen programlarda işlemsel tahmin becerisine benzer şekilde yer verildiği gözlenmiştir. Ancak, TYMM’nin ölçmede tahmin ve yığın tahmini alanlarına yönelik daha fazla sayıda öğrenme çıktısı ve öğrenme-öğretme uygulaması içerdiği sonucuna ulaşılmıştır. Sayı doğrusuna dair tahmin becerisini içeren kazanım/öğrenme çıktılarına yürürlükte olan Matematik Dersi Öğretim Programlarında ve TYMM’de açıkça yer verilmediği fakat bazı kazanımların/öğrenme çıktılarının açıklamaları ve öğrenme-öğretme uygulamalarının bu tahmin türünü içerdiği sonucuna varılmıştır. Araştırma kapsamında incelenen ortaöğretim kademesine yönelik Matematik Dersi Öğretim Programlarında tahmin becerilerine yönelik herhangi bir öğrenme çıktısına rastlanmamıştır.

Keywords

Tahmin becerisi , Türkiye Yüzyılı Maarif Modeli , Matematik Dersi öğretim programı

A Comparative Analysis of the Türkiye Century Education Model at the K-12 Level in Terms of Estimation Skills

Abstract

The aim of this study is to examine the mathematics learning outcomes of the Türkiye Century Education Model (TCEM) at the K–12 level within the framework of estimation skills, in comparison with the learning objectives of the mathematics domain of the currently implemented Preschool Education Curriculum and the Mathematics Curricula for Primary, Middle, and High School Education in Türkiye. The study seeks to identify and discuss the differences between these curricula and interpret their implications. Using document analysis, it was observed that computational estimation is similarly addressed in the programs. However, the TCEM was found to include a greater number of learning outcomes and learning-teaching practices related to measurement estimation and numerosity estimation. It was also concluded that while explicit learning outcomes related to number line estimation were not identified in either the current Mathematics Curricula or the TCEM, certain learning outcomes and associated instructional practices implicitly incorporate this type of estimation. Additionally, no learning outcomes related to estimation skills were found in the High School Mathematics Curricula examined within the scope of this research.

Keywords

Estimation skills , Turkish Century Education Model , Mathematics curriculum

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