Elementary Mathematics Teachers’ Perceptions and Lived Experiences Regarding the 2018 Revision of the 7th Grade Mathematics Curriculum

Derya Uyar; Koray Kasapoğlu

doi:10.31704/ijocis.1739764

Elementary Mathematics Teachers’ Perceptions and Lived Experiences Regarding the 2018 Revision of the 7th Grade Mathematics Curriculum

Abstract

This study investigates the perceptions and experiences of Elementary Mathematics Teachers (EMTs) regarding the 2018 update to the 7th grade mathematics curriculum (7-MC). Using a qualitative, phenomenological approach, the study involved 24 EMTs with master's and/or doctoral degrees in mathematics education and/or curriculum and instruction. Data were gathered via semi-structured interviews with EMTs in middle schools in Afyonkarahisar, Türkiye and underwent content analysis alongside the 2018 7-MC analysis. The findings suggest that, although the 7-MC objectives are structurally sound, they lack pedagogical depth. While the content of the 7-MC is adequate, it also presents certain limitations, highlighting a discrepancy between curriculum ideals and the teaching and learning process in the classroom. There is a divergence between curriculum expectations and assessment practices. The lesson planning process incorporates ready-made plans that are tailored to students' levels, and teaching approaches are influenced by context. Instructional materials present both opportunities and constraints. EMTs face three main challenges when implementing the 7-MC: duration, content and learners. EMTs have proposed various actions to bridge the gap between the 7-MC and classroom reality. These include adjusting class duration, modifying 7-MC objectives, redesigning content and advocating for greater pedagogical freedom.

Keywords

Ethical Statement

This study was approved by Afyon Kocatepe University Board of Scientific Research and Publication Ethics (Date: February 6, 2020, Number: 2020/14). All procedures in this study were conducted in accordance with Afyon Kocatepe University Institutional Review Board's approved protocols.

Thanks

This research is from the first author’s master’s thesis supervised by the second author and was orally presented at the 11th International Congress on Curriculum and Instruction (ICCI-EPOK 2023) held on October 26-28, 2023 at Adnan Menderes University in Aydın, Türkiye.

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Details

Primary Language

English

Subjects

Curriculum Evaluation in Education

Journal Section

Research Article

Authors

Derya Uyar
0000-0003-0829-2944
Türkiye

Koray Kasapoğlu ^*
0000-0003-2663-2244
Türkiye

Early Pub Date

April 22, 2026

Publication Date

-

Submission Date

July 10, 2025

Acceptance Date

February 2, 2026

Published in Issue

Year 2026 Number: Advanced Online Publication

DOI

https://doi.org/10.31704/ijocis.1739764

IZ

https://izlik.org/JA34EP65YW

Cite

RIS / Bibtex

APA

Uyar, D., & Kasapoğlu, K. (2026). Elementary Mathematics Teachers’ Perceptions and Lived Experiences Regarding the 2018 Revision of the 7th Grade Mathematics Curriculum. International Journal of Curriculum and Instructional Studies, Advanced Online Publication. https://doi.org/10.31704/ijocis.1739764