CURRICULUM ASSESSMENT: CONSTRUCTIVIST PRIMARY MATHEMATICS CURRICULUM IN TURKEY |
| |
| Authors: | İsmet Şahin |
| |
| Institution: | (1) Department of Curriculum and Pedagogy, University of British Columbia, Vancouver, BC, V6T 1Z4, Canada;(2) School of Psychology, Beijing Normal University, 100875 Beijing, People’s Republic of China |
| |
| Abstract: | Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects.
As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary
mathematics was redeveloped taking into consideration constructivist theory of education. The purpose of this study is to
assess the qualities of the 2004 mathematics curriculum using a goal-oriented curriculum evaluation model in which the intrinsic
value of the curriculum is examined in terms of its qualities and success depending on teachers’ perspectives, as they are
one of the most important elements of the teaching–learning situation. The results show that the qualities of the 2004 mathematics
curriculum match the criteria of a constructivist curriculum as set out in the literature. Also, the level of performance
expected from the teachers’ perspective as those who instruct in the curriculum is very high. The results point to the fact
that the 2004 mathematics curriculum may be considered as a positive change even if there is room for improvement in all aspects. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
