A Comparison of Changes in the Upper Elementary School (grades 6-8) Geometry Learning Area After the Educational Reform in Turkey

Yıl 2011, Cilt: 7 Sayı: 1, 1 - 17, 17.03.2012

Lutfi İncikabı J. Philip Smıth

Öz

This paper aimed to present the changes in the upper elementary school (grades 6, 7, 8)geometry learning area in Turkey after the reform movement of 2004. The methodology of the study wasdescriptive and included content analysis in terms of objectives, geometry content, and time allocation ingeometry before and after 2004. A general conclusion of the study was that changes in the Turkishgeometry education at the upper elementary level have been mostly limited with the rhetoric after 2004.The most prominent change was that the notion of “drawing” was replaced by the notion of “constructing”in order to be consistent with the constructive approach of the post-reform mathematics program.

Anahtar Kelimeler

Geometry learning area, geometry education, reform movement, turkish education

Kaynakça

• Babadoğan, C. & Olkun, S. (2006). Program development models and reform in Turkish primary school mathematics curriculum. International Journal for Mathematics Teaching and Learning (April 13). [Online]: Retrieved on December 13th, 2009 from: http://www.cimt.plymouth.ac.uk/journal/default.htm.
• Benavot, A., Cha, Y.K., Kamens, D., Meyer, J.W., & Wong, S.Y. (1991) .Knowledge for the mass population: World models and national curricula, 1920-1986. American Sociological Review, 56, 85- 101.
• Bulut, M. (2007). Curriculum reform in Turkey: A case of primary school mathematics curriculum. Eurasia Journal of Mathematics, Science& Technology Education, 3(3), 203-212.
• Fraenkel J. R. & Wallen N. E. (2000). How to Design and Evaluate Research in Education.McGraw-Hill Higher Education.
• Flouris, G. & Pasias, G. (2003). A critical appraisal of curriculum reform in Greece (1980-2002). European Education, 35 (3), 73-90.
• Huang, F. (2004) Curriculum reform in contemporary China: seven goals and six strategies. Journal of Curriculum Studies, 36 (1), 101-115.
• Koc, Y., Isiksal, M., Bulut, S. (2007). Elementary school curriculum reform in Turkey. International Education Journal, 8(1), 30-39.
• Martin, M. O. & Kelly, D. L. eds., (1996). Third International Mathematics and Science Study Technical Report Volume I: Design and Development. Chestnut Hill, MA: Boston College. [Online]. Retrieved on April 16, 2009 from http://timss.bc.edu/timss1995i/TechVol1.html.
• Martin, M. O., Mullis, I. V. S., & Chrostowski, S. J. (2004) TIMSS 2003 Technical Report, Chestnut Hill, MA: Boston College.
• MEB, (1990). Ilkogretim Matematik Dersi Programi (Elementary school mathematics program). Ankara: Milli Egitim Basimevi.
• MEB, (1991). Orta ve Lise Matematik Mufredati (Middle school and high school mathematics curriculum, 1972-1991). Tebligler Dergisi.
• MEB, (1997). Ilkogretim Matematik Dersi Program Taslagi (The framework for elementary school mathematics program). Ankara: Milli Egitim Basimevi.
• MEB, (2002). Ilkogretim Okulu Matematik Programi 6-7-8. Sinif (Elemnentary school mathematics program, 6-7-8. grade). Istanbul: Milli Egitim Basimevi.
• MEB, (2005a). Ilkogretim matematik dersi (6-8 siniflar) ogretim programi [Elementary school mathematics curriculum (grades 6-8)]. Ankara: Devlet Kitaplari Mudurlugu.
• MEB, (2005b). Ilkogretim Matematik Mufredati (Elementary school mathematics curriculum, 2005). Tebligler Dergisi.
• Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M.,
• Chrostowski, S. J., & Smith, T. A. (2000). TIMSS 1999 International Mathematics Report: Findings from IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston College.
• Mullis, I. V. S., Martin, M. O. & Foy, P. (with Olson, J. F., Preuschoff, C., Erberber, E., Arora, A. & Galia, J.). (2008). TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
• OKS, (2005). 2005 Ortaogretim Kurumlari Ogrenci Secme ve Yerlestirme Sinavi Sayisal Bilgileri (The statistics for 2005 secondary education institutions student selection and placement examination) [Online]. Retrieved on December 13th , 2009 from: http://oges.meb.gov.tr/oks/ista.html.
• Olkun, S., & Aydoğdu, T. (2003). Üçüncü Uluslararası Matematik ve Fen Araştırması (TIMSS) nedir? neyi sorgular? örnek geometri soruları ve etkinlikler. İlköğretim-Online, 2(1), 28-35. Retrieved on May 18, 2009 from http://www.ilkogretim-online.org.tr.
• OSS, 2005. OSS 2005 Basin Kopyasi. Ankara: OSYM. Retrieved on May 18, 2009 from http://www.osym.gov.tr.
• Sezer, R. (2001). A comparative analysis of college preparatory mathematics education in Turkey. Doctoral thesis. New York, NY: Teachers College.
• Toptaş, V. (2006). Ilkogretim Matematik dersi (1-5) ogretim programinin uygulamasinda sinif ogretmenlerinin karsilastiklari sorunlarla ilgili gorusleri. (Ideas of classroom teachers about application of elementary mathematics curriculum (1-5th grades). Ulusal Sinif Ogretmenligi Kongresi, Bildiri Kitabi, Cilt1, 277-285. Ankara: Kok Yayincilik.