Üç Eksenli Matematiksel İyi Oluş Modeli: Farklı PISA Matematik Başarı Düzeylerindeki Ülkelerin Ulusal Belgelerinin Analizi

Yıl 2026, Cilt: 12 Sayı: 1 , 88 - 119 , 30.03.2026

Gülşade Savaş , Yüksel Dede

https://izlik.org/JA95KA99JS

Öz

Günümüz eğitim ortamlarında bilişsel başarılara odaklanan tarihsel yaklaşım, öğrencilerin gelişimine yönelik bütünsel bir vurgu ile giderek daha fazla tamamlanmaktadır. Bu araştırma, farklı PISA matematik başarı düzeylerini temsil eden üç ülkenin (Singapur-yüksek, Türkiye-orta ve Brezilya-alt) resmi matematik öğretim program ve politika belgelerinde iyi oluş ve özellikle matematiksel iyi oluş kavramlarının nasıl konumlandırıldığını karşılaştırmalı bir nitel analizle incelemektedir. Çok boyutlu bir çerçeve kullanarak, araştırma iyi oluşu üç temel mercekten (duyuşsal, bilişsel/dayanıklılık, sosyal/anlam) incelerken, aynı zamanda dört ana eğitim paydaşının (öğrenci, öğretmen, aile ve politika yapıcı) bakış açılarını da mercek altına almaktadır. Veri seti, Singapur'un 21. Yüzyıl Yetkinlik Çerçevesi (2024), Türkiye'nin Yüzyıl Eğitim Modeli (2024) ve Brezilya'nın Ulusal Ortak Öğretim Programı Temeli (2018) dâhil olmak üzere altı ana belgeden oluşmaktadır. Yönlendirilmiş içerik analizine göre elde edilen bulgular, her üç ülkenin de iyi oluşun önemini kabul ettiğini ancak matematik eğitimine entegrasyonunun derinliğinin ve niteliğinin, farklı sosyo-kültürel öncelikler ve uluslararası performans ölçütlerine sistematik tepkiler nedeniyle önemli ölçüde farklılık gösterdiğine işaret etmektedir. Bu bağlamda analiz sonuçları, matematiksel iyi oluşun farklı kültürel bağlam ve eksenler boyunca yapılandırılmasına ve kavramsallaştırılmasına vurgu yapan üç eksenli bir model ortaya koymuştur: a) Stratejik-Bilişsel Eksen (Singapur bağlamı), b) Bütünsel-Karakter Ekseni (Türkiye bağlamı) ve son olarak c) Sosyo-Politik Öznellik Ekseni (Brezilya bağlamı). İleri araştırmalar, bu üç ülkedeki (ve potansiyel olarak farklı ülkelerdeki) incelenen belgelerin sınıf ortamındaki pratik sonuçlarını ve yansımalarını karşılaştırarak inceleyebilir.

Anahtar Kelimeler

iyi oluş , matematiksel iyi oluş , matematik başarısı , politika belgeleri , matematiksel iyi oluş modeli , Singapur, Türkiye, Brezilya

Etik Beyan

Bu çalışmanın tüm aşamalarında bilimsel araştırma ve yayın etiği ilkelerine uyulmuştur.

Triaxial Mathematical Wellbeing Model: An Analysis of National Documents Across Diverse PISA Mathematics Achievement Levels

https://izlik.org/JA95KA99JS

Öz

In today’s educational landscape, the historical approach that focuses on cognitive achievement is increasingly being complemented by a holistic emphasis on students’ development. This study examines, through a comparative qualitative analysis, how the concepts of wellbeing, and particularly mathematical wellbeing, are positioned in the official curricula and policy documents of three countries representing different PISA performance levels (Singapore–high, Türkiye–medium, and Brazil–low). Using a multidimensional framework, the study analyzes wellbeing through three primary lenses (emotional, cognitive/resilience, and social/meaning), while also considering the perspectives of four key stakeholders (students, teachers, families, and policymakers). The dataset consists of six core documents, including Singapore’s 21st Century Competencies Framework (2024), Türkiye’s Century of Education Model (2024), and Brazil’s National Common Core Curriculum Base (2018). The findings from the directed content analysis indicate that all three countries acknowledge the importance of wellbeing. Still, the depth and quality of its integration into mathematics education differ significantly due to varying socio-cultural priorities and systematic responses to international performance metrics. In this context, the findings revealed a three-axis model that emphasizes the structuring and conceptualization of mathematical wellbeing across different cultural contexts and axes: a) Strategic-Cognitive Axis (Singapore context), b) Holistic-Character Axis (Türkiye context), and finally c) Socio-Political Subjectivity Axis (Brazil context). Further research could examine the practical outcomes and implications of the documents studied in these three countries (and potentially in other countries) in the classroom setting by comparing them.

Anahtar Kelimeler

wellbeing , mathematical wellbeing , mathematics achievement , policy documents , mathematical wellbeing model , Singapore, Türkiye, Brazil

Etik Beyan

All stages of this study were conducted in accordance with the principles of research and publication ethics.

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