TY  - JOUR
T1  - Türkiye Yüzyılı Maarif Modeli’nin K-12 Düzeyinde Tahmin Becerisi Açısından Karşılaştırılmalı Analizi
TT  - A Comparative Analysis of the Türkiye Century Education Model at the K-12 Level in Terms of Estimation Skills
AU  - Kaplan Can, Gözde
AU  - Kandil Şıvka, Semanur
PY  - 2025
DA  - September
Y2  - 2025
DO  - 10.17556/erziefd.1644429
JF  - Erzincan Üniversitesi Eğitim Fakültesi Dergisi
JO  - EUJEF
PB  - Erzincan Binali Yıldırım Üniversitesi
WT  - DergiPark
SN  - 2148-7758
SP  - 355
EP  - 371
VL  - 27
IS  - 3
LA  - tr
AB  - 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.
KW  - Tahmin becerisi
KW  - Türkiye Yüzyılı Maarif Modeli
KW  - Matematik Dersi öğretim programı
N2  - 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.
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UR  - https://doi.org/10.17556/erziefd.1644429
L1  - https://dergipark.org.tr/tr/download/article-file/4630034
ER  -