Cebirsel Düşünme Kapsamında Öğretim Programlarının İncelenmesi: Türkiye, Singapur, İngiltere ve Kanada'dan (Ontario) Örnekler

Yıl 2025, Cilt: 54 Sayı: 1, 269 - 310, 24.12.2025

Zeynep Gürsoy , Zeynep Sonay Ay

https://doi.org/10.37669/milliegitim.1708174

Öz

Bu araştırmanın amacı, 2024-2025 eğitim öğretim yılından itibaren uygulanmaya başlanan Türkiye Yüzyılı Maarif Modeli ile hâlen yürürlükte olan Türkiye (2018, 2024) Ortaokul Matematik Dersi Öğretim Programı’nı, cebirsel düşünme ve cebir öğrenme alanında Singapur, İngiltere ve Kanada (Ontario) matematik öğretim programlarıyla karşılaştırarak benzerlik ve farklılıkları ortaya koymaktır. Singapur, İngiltere ve Kanada (Ontario) matematik öğretim programları, Türkiye’ye kıyasla TIMSS ve PISA gibi uluslararası geçerliliğe sahip sınavlardaki ortalama ölçek puanlarının daha yüksek olması ve farklı kıtalarda yer almaları nedeniyle veri kaynağı olarak dikkate alınmıştır. 5-8. sınıf düzeylerine karşılık gelen sınıf seviyelerinde cebir öğrenme alanı; cebirsel düşünmeyle ilişkili genelleştirilmiş aritmetik, fonksiyonel düşünme ve modelleme dilleri bileşenlerinin yanı sıra çeşitli kavram ve süreçlere dayalı üç ayrı boyutta doküman analizi yoluyla incelenmiştir. Cebir öğrenme alanına ait alt öğrenme alanları ve kazanımlar arasındaki benzerlik ve farklılıklar yatay karşılaştırmalar yoluyla ortaya konulmuştur. Karşılaştırma sonucunda, Ontario ve Türkiye Yüzyılı Maarif Modeli programlarının genelleştirilmiş aritmetik, fonksiyonel düşünme ve modelleme dili açısından dengeli bir dağılım gösterdiği sonucuna varılmıştır. Buna karşılık, Singapur programı örüntüler ve ilişkiler yoluyla fonksiyonel düşünme ve problem çözmeye; İngiltere programı ise cebiri akıl yürütme ve gerçek yaşam uygulamalarıyla bütünleştirmeye vurgu yapmaktadır. Genel olarak her sınıf düzeyinde uygun cebirsel kavramların sunulması, çeşitli süreçlerin desteklenmesi, matematiksel ifadelerin kapsayıcılığı, yönlendirici açıklamalar ve örnek uygulamaların bulunması programlar arasında dikkat çeken ortak özelliklerdir.

Anahtar Kelimeler

cebir , cebirsel düşünme , öğretim programı , karşılaştırmalı eğitim , Türkiye Yüzyılı Maarif Modeli

Examining Curricula within the Scope of Algebraic Thinking: Examples from Turkiye, Singapore, England and Canada (Ontario)

Öz

The purpose of this research is to compare the Century of Türkiye Education Model, which has been implemented since the 2024–2025 academic year, and the Türkiye (2018, 2024) secondary school mathematics curriculum, which is still ongoing, with the mathematics curricula of Singapore, England, and Canada (Ontario) in the field of algebraic thinking and algebra learning, revealing similarities and differences. The curricula of Singapore, England, and Ontario have been considered data sources due to their higher average scale scores in internationally recognized assessments such as TIMSS and PISA compared to Turkiye and their geographical diversity across different continents. The algebra learning area at the class levels corresponding to grades 5–8 has been examined through document analysis using three distinct dimensions based on various concepts and processes alongside the components of generalized arithmetic, functional thinking, and modeling languages associated with algebraic thinking. The similarities and differences between the sub-learning areas and achievements related to the algebra learning area have been delineated through horizontal comparisons. As a result of the comparison, it was found that the Ontario and the Century of Türkiye Model curricula present a balanced distribution among generalized arithmetic, functional thinking, and modeling languages. The Singapore curriculum, on the other hand, emphasizes functional thinking and problem solving through patterns and relations, while the England curriculum integrates algebra with reasoning and real-life applications. Overall, the provision of algebraic concepts at each grade level, the support of various processes, the inclusivity of mathematical expressions, and the presence of guiding descriptions and exemplary applications are notable across the curricula.

Anahtar Kelimeler

algebra , algebraic thinking , curriculum , comparative education , the Century of Türkiye Education Model

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