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Yıl 2013, Cilt: 28 Sayı: 28-2, 152 - 165, 01.06.2013

Ali Eraslan

Öz

This study examines Turkish mathematics teachers’ reflections on the implementation of the new elementary mathematics curriculum for grades 6-8 in a pilot school. For this aim, three mathematics teachers during the fall semester of 2007 were regularly observed in their classrooms and then interviewed at the end. The data collected from the interviews and observations revealed that teachers were in favor of the new mathematics curriculum; however, they mentioned a lack of initial training and asked for an ongoing in-service training at the school level. They also claimed some problems encountered in practice: (1) impediments to carry out activities in the class (2) a lack of sufficient knowledge on using alternative assessments, (3) a lack of parental support and involvement, and (4) interferences caused by national norm-referenced tests.

Anahtar Kelimeler

curriculum reform elementary school mathematics in-service teacher

Kaynakça

  • Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development , 27, 129-137.
  • Aksu, H.H. (2008). Teachers’ opinions of the new primary mathematics programme. Abant izzet Baysal University of Journal of Education, 8(1), 1-10.
  • Babadogan, C., & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning. http://www.cimt.plymouth.ac.uk/journal/default.htm.
  • Berberoğlu, G., Çelebi, O., Özdemir, E., Uysal, E., & Yayan, B. (2003). Factors affecting achievement levels of Turkish students in the Third International Mathematics and Science Study (TIMMS). Educational Sciences and Practice, 2(3), 3-14.
  • Bills, L., & Husbands, C. (2005). Values education in mathematics classroom: subject values, educational values, and one teacher’ articulation of her practice. Cambridge Journal of Education, 35(1), 7-18.
  • Birgin, O., Tutak, T., & Turkdogan, A. (2009). Primary school teachers’ views about the new Turkish primary school mathematics curriculum. E-Journal of New World Sciences Academy, 4, 2, 270-280.
  • (Board of Education). (2005). Handbook of elementary school curricula (1-5th grades). Ankara: MNE.
  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 203-212.
  • Carless, D. R. (1998). A case study of curriculum innovation in Hong Kong. System, 26, 353-368.
  • Desimone, L. M., Smith, T., Baker, D., & Ueno, K. (2005). Assessing barriers to the reform of U.S. mathematics instruction from an international perspective. American Educational Research Journal, 42(3), 501-535.
  • Dori, Y. J., & Herscovitz, O. (2005). Case-based long-term professional development of science teachers. International Journal of Science Education, 27(12), 1413-1446.
  • Duru, A., & Korkmaz, H. (2010). Teachers’ views about a new mathematics currıculum and diffıculties encountering curriculum change. Hacettepe University of Journal of Education, 38, 67-81.
  • Eğitim Reformu Girişimi (ERG). (2012). 4+4+4’ e geçiş. İstanbul: Sabancı üniversitesi.
  • Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about good teaching: An integration of contrasting research areas. Higher Education Research and Development, 19(1), 6-26.
  • Gomleksiz, M.N., & Bulut, I. (2007). An Evaluation of the Effectiveness of the New Primary School Mathematics Curriculum in Practice. Educational Sciences: Theory and Practice, 7(1), 81-94.
  • Gooya, Z. (2007). Mathematics teachers’ beliefs about a new reform in high school geometry in Iran. Educational Studies in Mathematics, 65(3), 331-347.
  • Halat, E. (2007). The views of elementary school teachers on the new elementary school mathematics curriculum. Journal of Social Sciences of the Afyon Kocatepe University, 63-88.
  • Hanley, U., & Darby, S. (2006). Working with curriculum innovation: Teacher identity and the development of viable practice. Research in Mathematics Education, 8(1), 53-65.
  • Hill, L. (1997). Just tell us the rule: learning to teach elementary mathematics. Journal of Teacher Education, 48, 2112
  • Hopkins, D., & Levin, B. (2000). Educational reform and school improvement. NIRA Review, 7(3). http://www.nira.go.jp/publ/review/2000summer/hopkins.pdf.
  • Huang, F. (2004). Curriculum reform in contemporary China: seven goals and six strategies. Journal of Curriculum Studies, 36(1), 101-115.
  • Jita, L., & Vandeyar, S. (2006). The relationship between the mathematics identities of primary school teachers and new curriculum reforms in South Africa. Perspectives in Education, 24 (1), 39-52. de Jong, O. (2004). Curriculum reform and rew practices in classrooms and teacher courses. International Journal of Science and Mathematics Education, 2(4), 431-434.
  • Keles, O. (2009). An investigation of elementary and mathematics teachers’ views about the new elementary school mathematics curriculum. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Koc, Y., Isiksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, 8 (1), 30-39. de Lange, J. (1996). Using and applying mathematics in education. In International Handbook of Mathemtics Education, Part one, eds. A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick and C. Laborde, 49-97. Dordrechht: Kluwer.
  • Lunenburg, F.C., & Ornstein, A.C. (1996). Educational Administration: Concepts and Practices. Belmont CA: Wadsworth Publishing Company.
  • Malderez, A., & Wedell, M. (2007). Teaching teachers: Processes and practices. London: Continuum.
  • Manouchehri, A. (1998). Mathematics curriculum reform and teachers: What are the dilemmas? Journal of Teacher Education, 49(4), 276-286.
  • Mereku, D. K. (2004). Methoda in Ghanaian primary mathematics textbooks and teachers’ classroom practice. Research in Mathematics Education, 6(1), 157-173.
  • Miles, M., & Huberman M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks CA: Sage.
  • Organisation for Economic Cooperation and Development (OECD). (2004). Learning for Tomorrow’s World. First Results from PISA 2003. Paris: OECD.
  • Progress in International Reading Literacy Study (PIRLS). (2001). PIRLS 2001 International Report. http://timss.bc.edu/pirls2001.html.
  • Programme for International Student Assessment (PISA). (2006). PISA 2006 National Report. http://www.acer.edu.au/news/2007_PISA.html.
  • Remillard, J.T., & Geist, P.K. (2002). Supporting teachers’ professional learning by navigating openings in the curriculum. Journal of Mathematics Teacher Education, 5(1), 7–34.
  • Rhoton, J., & Stiles, K.E. (2002). Exploring the professional development design process: bringing an abstract framework into practice. Science Educator, 11(1), 1–8.
  • Rogers, E.M. (1995). Diffusion of Innovations. New York: Free Press.
  • Talim Terbiye Kurulu (TTK). (2013). Ortaokul Matematik Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB.
  • Third International Mathematics and Science Study. (1999). TIMSS 1999 International Mathematics Report. http://timss.bc.edu/timss1999i/math_achievement_report.html
  • Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
  • Vandenberghe, R. (2002). Teachers’ professional development as the core of school improvement. International Journal of Educational Research, 37(8), 653-659.
  • Wake, G., Haworth, A., & Nicholson, S. (2004). Applying mathematics in the post -16 curriculum: Teachers practices, student perspectives and emerging issues. Research in Mathematics Education, 6(1), 77-98.
  • Yıldırım, A., & Ok, A. (2002). Alternative teacher certification in Turkey: Problems and issues. In Teacher Education in the Mediterranean Region: Responding to the Challenges of Society in Transition, ed. R. G. Sultana, 259-275. New York: Peter Lang Inc.
  • Zhu, M. (2007). Recent Chinese experiences in curriculum reform. Prospects, 37(2), 223-235.

Teachers' Reflections on the Implementation of the New Elementary School Mathematics Curriculum in Turkey

Yıl 2013, Cilt: 28 Sayı: 28-2, 152 - 165, 01.06.2013

Ali Eraslan

Öz

Bu nitel araştırmanın amacı yeni 6-8. sınıf ilköğretim matematik programı hakkında öğretmenlerin görüş ve düşüncelerini ortaya koymaktır. Bu amaçla bir pilot okulda çalışan üç matematik öğretmeni dönem boyunca kendi matematik sınıflarında düzenli olarak gözlemlenmiş ve dönemin sonunda kendileriyle birer saatlik yarı-yapılandırılmış görüşmeler yapılmıştır. Toplanan verilerin içerik analizi sonucunda, öğretmenler yeni matematik programı hakkında olumlu yönde görüş bildirirken diğer taraftan hizmet içi eğitimin yetersizliğini vurgulamış ve bu konuda daha sonra da herhangi bir tamamlayıcı eğitim almadıklarını ifade etmişlerdir. Ayrıca uygulama sırasında karşılaştıkları bazı problemleri şu şekilde dile getirmişlerdir: sınıf mevcudunun fazla olması, programın gerektirdiği materyallerin yetersizliği, tüm programı bitirme noktasında zaman yetersizliği, alternatif değerlendirme metotlarının kullanımı hakkında bilgi yetersizliği, yeni programa aile ilgisi ve desteğinin azlığı ve sene sonu uygulanan merkezi sınavların programa negatif etkisi.

Anahtar Kelimeler

matematik programı reform ilköğretim matematik öğretmen görüşleri

Kaynakça

  • Aksit, N. (2007). Educational reform in Turkey. International Journal of Educational Development , 27, 129-137.
  • Aksu, H.H. (2008). Teachers’ opinions of the new primary mathematics programme. Abant izzet Baysal University of Journal of Education, 8(1), 1-10.
  • Babadogan, C., & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning. http://www.cimt.plymouth.ac.uk/journal/default.htm.
  • Berberoğlu, G., Çelebi, O., Özdemir, E., Uysal, E., & Yayan, B. (2003). Factors affecting achievement levels of Turkish students in the Third International Mathematics and Science Study (TIMMS). Educational Sciences and Practice, 2(3), 3-14.
  • Bills, L., & Husbands, C. (2005). Values education in mathematics classroom: subject values, educational values, and one teacher’ articulation of her practice. Cambridge Journal of Education, 35(1), 7-18.
  • Birgin, O., Tutak, T., & Turkdogan, A. (2009). Primary school teachers’ views about the new Turkish primary school mathematics curriculum. E-Journal of New World Sciences Academy, 4, 2, 270-280.
  • (Board of Education). (2005). Handbook of elementary school curricula (1-5th grades). Ankara: MNE.
  • Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 203-212.
  • Carless, D. R. (1998). A case study of curriculum innovation in Hong Kong. System, 26, 353-368.
  • Desimone, L. M., Smith, T., Baker, D., & Ueno, K. (2005). Assessing barriers to the reform of U.S. mathematics instruction from an international perspective. American Educational Research Journal, 42(3), 501-535.
  • Dori, Y. J., & Herscovitz, O. (2005). Case-based long-term professional development of science teachers. International Journal of Science Education, 27(12), 1413-1446.
  • Duru, A., & Korkmaz, H. (2010). Teachers’ views about a new mathematics currıculum and diffıculties encountering curriculum change. Hacettepe University of Journal of Education, 38, 67-81.
  • Eğitim Reformu Girişimi (ERG). (2012). 4+4+4’ e geçiş. İstanbul: Sabancı üniversitesi.
  • Entwistle, N., Skinner, D., Entwistle, D., & Orr, S. (2000). Conceptions and beliefs about good teaching: An integration of contrasting research areas. Higher Education Research and Development, 19(1), 6-26.
  • Gomleksiz, M.N., & Bulut, I. (2007). An Evaluation of the Effectiveness of the New Primary School Mathematics Curriculum in Practice. Educational Sciences: Theory and Practice, 7(1), 81-94.
  • Gooya, Z. (2007). Mathematics teachers’ beliefs about a new reform in high school geometry in Iran. Educational Studies in Mathematics, 65(3), 331-347.
  • Halat, E. (2007). The views of elementary school teachers on the new elementary school mathematics curriculum. Journal of Social Sciences of the Afyon Kocatepe University, 63-88.
  • Hanley, U., & Darby, S. (2006). Working with curriculum innovation: Teacher identity and the development of viable practice. Research in Mathematics Education, 8(1), 53-65.
  • Hill, L. (1997). Just tell us the rule: learning to teach elementary mathematics. Journal of Teacher Education, 48, 2112
  • Hopkins, D., & Levin, B. (2000). Educational reform and school improvement. NIRA Review, 7(3). http://www.nira.go.jp/publ/review/2000summer/hopkins.pdf.
  • Huang, F. (2004). Curriculum reform in contemporary China: seven goals and six strategies. Journal of Curriculum Studies, 36(1), 101-115.
  • Jita, L., & Vandeyar, S. (2006). The relationship between the mathematics identities of primary school teachers and new curriculum reforms in South Africa. Perspectives in Education, 24 (1), 39-52. de Jong, O. (2004). Curriculum reform and rew practices in classrooms and teacher courses. International Journal of Science and Mathematics Education, 2(4), 431-434.
  • Keles, O. (2009). An investigation of elementary and mathematics teachers’ views about the new elementary school mathematics curriculum. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Koc, Y., Isiksal, M., & Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, 8 (1), 30-39. de Lange, J. (1996). Using and applying mathematics in education. In International Handbook of Mathemtics Education, Part one, eds. A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick and C. Laborde, 49-97. Dordrechht: Kluwer.
  • Lunenburg, F.C., & Ornstein, A.C. (1996). Educational Administration: Concepts and Practices. Belmont CA: Wadsworth Publishing Company.
  • Malderez, A., & Wedell, M. (2007). Teaching teachers: Processes and practices. London: Continuum.
  • Manouchehri, A. (1998). Mathematics curriculum reform and teachers: What are the dilemmas? Journal of Teacher Education, 49(4), 276-286.
  • Mereku, D. K. (2004). Methoda in Ghanaian primary mathematics textbooks and teachers’ classroom practice. Research in Mathematics Education, 6(1), 157-173.
  • Miles, M., & Huberman M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks CA: Sage.
  • Organisation for Economic Cooperation and Development (OECD). (2004). Learning for Tomorrow’s World. First Results from PISA 2003. Paris: OECD.
  • Progress in International Reading Literacy Study (PIRLS). (2001). PIRLS 2001 International Report. http://timss.bc.edu/pirls2001.html.
  • Programme for International Student Assessment (PISA). (2006). PISA 2006 National Report. http://www.acer.edu.au/news/2007_PISA.html.
  • Remillard, J.T., & Geist, P.K. (2002). Supporting teachers’ professional learning by navigating openings in the curriculum. Journal of Mathematics Teacher Education, 5(1), 7–34.
  • Rhoton, J., & Stiles, K.E. (2002). Exploring the professional development design process: bringing an abstract framework into practice. Science Educator, 11(1), 1–8.
  • Rogers, E.M. (1995). Diffusion of Innovations. New York: Free Press.
  • Talim Terbiye Kurulu (TTK). (2013). Ortaokul Matematik Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara: MEB.
  • Third International Mathematics and Science Study. (1999). TIMSS 1999 International Mathematics Report. http://timss.bc.edu/timss1999i/math_achievement_report.html
  • Thompson, A. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
  • Vandenberghe, R. (2002). Teachers’ professional development as the core of school improvement. International Journal of Educational Research, 37(8), 653-659.
  • Wake, G., Haworth, A., & Nicholson, S. (2004). Applying mathematics in the post -16 curriculum: Teachers practices, student perspectives and emerging issues. Research in Mathematics Education, 6(1), 77-98.
  • Yıldırım, A., & Ok, A. (2002). Alternative teacher certification in Turkey: Problems and issues. In Teacher Education in the Mediterranean Region: Responding to the Challenges of Society in Transition, ed. R. G. Sultana, 259-275. New York: Peter Lang Inc.
  • Zhu, M. (2007). Recent Chinese experiences in curriculum reform. Prospects, 37(2), 223-235.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ali Eraslan Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 28 Sayı: 28-2

Kaynak Göster

APA Eraslan, A. (2013). Teachers' Reflections on the Implementation of the New Elementary School Mathematics Curriculum in Turkey. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-2), 152-165.