Multidimensional Analysis of Mathematics Field Skills in Horizontal and Vertical Context Based on TYMM

Year 2025, Volume: 26 Issue: 2, 1061 - 1109, 02.09.2025

Veysel Göçer , Okan Kuzu

https://doi.org/10.17679/inuefd.1637696

Abstract

This study aims to conduct a multidimensional analysis of mathematical domain skills based on TYMM in terms of interdisciplinary relationships, learning outcomes, themes, and educational levels in both horizontal and vertical contexts. In line with this objective, the study examines the distribution of mathematical domain skills across educational levels and grade levels concerning their relationships, learning outcomes, and thematic structures. A case study design, one of the qualitative research methods, was adopted. As the data source, the study utilized the 2024 Mathematics Curriculum for Primary, Middle, and High School, published by the Ministry of National Education. Descriptive analysis was employed to analyze the collected data. The findings reveal significant variations in the distribution of mathematical domain skills across educational levels. At the primary school level, the Mathematical Tools and Technology Usage skill exhibits a more consistent development compared to other skills. However, Mathematical Reasoning, Problem-Solving, and Data Analysis skills are addressed in a more limited scope. At the middle school level, the Mathematical Problem-Solving skill shows a notable increase in 7th grade but fails to maintain this momentum in 8th grade. In high school, the Mathematical Tools and Technology Usage skill becomes prominent again, while Mathematical Reasoning and Data Analysis remain relatively underemphasized. Regarding learning outcomes, Mathematical Representation and Mathematical Tools and Technology Usage are among the most frequently addressed skills. However, while the Problem-Solving skill starts strong in primary school, it lacks continuity at the middle and high school levels.

Keywords

Mathematical Domain Skills , Turkey Century Education Model , Interrelations Between Skills , Learning Outcomes , Educational Levels

Türkiye Yüzyılı Maarif Modeli Temelinde Matematik Alan Becerilerinin Yatay ve Dikey Bağlamda Çok Yönlü Analizi

Abstract

Yapılan araştırmada matematik alan becerilerinin TYMM temelinde yatay ve dikey bağlamda becerilerarası ilişkiler, öğrenme çıktıları, temalar ve eğitim kademelerine göre çok yönlü analiz etmek amaçlanmıştır. Bu amaç doğrultusunda beceriler arası ilişkiler, öğrenme çıktıları ve temalar bağlamında matematik alan becerilerinin eğitim kademeleri ve sınıflara göre dağılımının nasıl olduğu belirlenmiştir. Nitel araştırma desenlerinden durum çalışması deseninin tercih edildiği araştırmada veri kaynağı olarak 2024 yılında MEB tarafından yayımlanan İlkokul, Ortaokul ve Ortaöğretim Matematik Dersi Öğretim Programları kullanılmıştır. Verilerin analizi sürecinde betimsel analiz tekniğinden yararlanılmıştır. Araştırma, eğitim kademelerine göre matematik alan becerilerinin dağılımında belirgin farklılıklar olduğunu ortaya koymaktadır. İlkokul düzeyinde, Matematiksel Araç ve Teknoloji ile Çalışma becerisinin diğer becerilere kıyasla daha tutarlı bir gelişim gösterdiği, ancak Matematiksel Muhakeme, Problem Çözme ve Veri ile Çalışma becerilerinin daha sınırlı ele alındığı görülmektedir. Ortaokulda, Matematiksel Problem Çözme becerisinin özellikle 7. sınıfta yükselişe geçtiği ancak 8. sınıfta bu artışın sürdürülemediği belirlenmiştir. Lise düzeyinde ise Matematiksel Araç ve Teknoloji ile Çalışma becerisi tekrar ön plana çıkarken, Matematiksel Muhakeme ve Veri ile Çalışma becerileri sınırlı kalmıştır. Matematiksel Temsil ve Matematiksel Araç ve Teknoloji ile Çalışma becerileri, öğrenme çıktıları bağlamında en çok ele alınan beceriler arasında yer almaktadır. Ancak, Problem Çözme becerisi ilkokulda güçlü başlasa da ortaokul ve lise düzeyinde süreklilik gösterememiştir.

Keywords

Matematik Alan Becerileri , Türkiye Yüzyılı Maarif Modeli , Becerilerarası İlişkiler , Öğrenme Çıktıları , Eğitim Kademeleri

Ethical Statement

Bu araştırma için etik kurul onayı gerekmemektedir.

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