Cebirsel Düşünme Kapsamında Öğretim Programlarının Karşılaştırması: Türkiye, Singapur, İngiltere ve Kanada Örnekleri

Abstract

In this study, similarities and differences were revealed by comparing the Mathematics Curriculum, which has been implemented in Turkey since the 2018-2019 academic year, with the mathematics curricula of Singapore, England and Canada (Ontario) in terms of algebra learning domain and algebraic thinking. The curriculums implemented in Singapore, England and Canada (Ontario) were taken as data sources since they have higher average scale scores than Turkey in internationally valid TIMSS and PISA assessments and are located on different continents. The algebra learning domain at the grade levels corresponding to grades 5-8 in the countries were examined by document analysis method in three different dimensions according to the concepts and process types together with the generalized arithmetic, functional thinking and modeling languages components of algebraic thinking. The similarities and differences between the sub-learning areas and outcomes of the algebra learning domain were revealed through a horizontal comparison. As a result of the comparison, it was seen that the content of objectives examined for algebraic thinking in Canadian (Ontario) curriculum was balanced in terms of generalized arithmetic, functional thinking and modeling languages. It was observed that various algebraic concepts were given at each grade level and properly, that they supported different processes, the expressions were more inclusive, and the guiding explanations and sample applications for the outcomes were detailed. It is expected that the data obtained will serve as a resource for experts and researchers for algebraic thinking and algebra learning domain in future curriculum review and development studies.