An Examination of the Türkiye Century Education Model Secondary School Mathematics Curriculum With Respect to Gifted Students

Öz

This study aims to comprehensively examine the potential of the Türkiye Century Education Model Secondary School Mathematics Curriculum to support the development of gifted students. It considers whether, and to what extent, the curriculum offers differentiated and flexible practices suited to gifted students’ academic development needs in mathematics and their educational needs. For the analysis, the curriculum was divided into seven sections: its fundamental approach and specific objectives, principles of implementation, the structure of the curriculum, and the themes for Grades 5, 6, 7, and 8. The sections were then analysed thematically as part of document analysis. The findings show that the curriculum largely helps meet gifted students’ academic development needs in mathematics by fostering higher-order thinking and metacognitive skills, although it remains limited in some respects. Its content was found to have features capable of meeting students’ educational needs. The findings nevertheless suggest that the process component should be enriched to help students feel valued and increase their motivation. They further suggest that the product component should respond more closely to students’ interests and that assessment should provide continuity throughout the process. Further studies are recommended to examine, at the implementation level, how well the curriculum meets gifted students’ developmental and educational needs in school settings.

Anahtar Kelimeler

• Differentiation
• Document analysis
• Giftedness
• Mathematics education curriculum
• Türkiye Century Education Model

Etik Beyan

This study was approved by the Adıyaman University Social and Human Sciences Ethics Committee (Date: 25.07.2024, No: 104). The study complied with research and publication ethics.

Türkiye Yüzyılı Maarif Modeli Ortaokul Matematik Eğitim Programının Özel Yetenekliler Kapsamında İncelenmesi

Öz

Bu çalışma, Türkiye Yüzyılı Maarif Modeli Ortaokul Matematik Eğitim Programının özel yetenekli öğrencilerin gelişimini destekleme potansiyelini kapsamlı bir biçimde incelemeyi amaçlamaktadır. Bu kapsamda programın, özel yetenekli öğrencilerin matematiksel akademik gelişim ihtiyaçları ve eğitsel ihtiyaçlarına göre farklılaştırılmış ve esnek uygulamalara yer verme durumları ele alınmıştır. Ele alınan durumlar, programın yedi bölüme ayrılmasıyla (temel yaklaşım ve özel amaçlar, uygulamaya ilişkin esaslar, programın yapısı ve farklı sınıf düzeylerine ait 5, 6, 7 ve 8. sınıf temalar) doküman incelemesi yöntemi kapsamında tematik analiz yoluyla incelenmiştir. İnceleme sonucunda matematik eğitim programının, üst düzey düşünme becerileri ve üstbiliş becerileri aracılığıyla özel yetenekli öğrencilerin matematiksel akademik gelişim ihtiyaçlarını büyük ölçüde desteklemekle birlikte bazı boyutlarda sınırlılıklar içerdiği belirlenmiştir. Programın içerik bakımından incelenmesi sonucunda, öğrencilerin eğitsel ihtiyaçlarına cevap verebilecek özellikte olduğu belirlenmiştir. Bununla birlikte, programın süreç özelliklerinin öğrencilerin kendilerini değerli hissetmelerini sağlayacak ve motivasyonlarını artıracak şekilde; ürün özelliklerinin öğrencilerin ilgi alanlarına hitap edecek şekilde ve değerlendirme özelliklerinin süreç boyunca devamlılığını sağlayacak biçimde zenginleştirilmesi gerektiği düşünülmektedir. Ayrıca, programın okul ortamında gelişimsel ve eğitsel açıdan özel yetenekli öğrencilerin ihtiyaçlarını karşılama düzeyinin uygulama boyutunda incelendiği çalışmaların yapılması önerilmektedir.

Anahtar Kelimeler

• Doküman incelemesi
• Farklılaştırma
• Matematik eğitim program
• Özel yeteneklilik
• Türkiye Yüzyılı Maarif Modeli

Etik Beyan

Bu araştırma, Adıyaman Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu tarafından onaylanmıştır (Tarih: 25.07.2024, Sayı: 104). Araştırma, araştırma ve yayın etiği ilkelerine uygun olarak yürütülmüştür.

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