Ortaokul Matematik Öğretim Programlarının Matematik Okuryazarlığı Açısından Karşılaştırılması: Singapur, İngiltere, Kanada, Türkiye Örneği

Abstract

In this study, an examination was conducted to reveal the similarities and differences of the middle school mathematics curriculum in Singapore, England, Canada and Turkey, which were successful in international exams such as PISA and TIMSS, within the framework of mathematical literacy. The aim of comparative studies is that the countries; to be able to compare the curriculum of other countries in classroom practices in order to direct their own education policies and to draw some applicable conclusions within the framework of the results. The countries compared in this study are the countries with high scores according to the PISA results in their continents. Investigations were made on the outcomes for the secondary school mathematics curriculum. The curriculum of the countries were examined in the mathematical content areas, general content areas, mathematical processes and mathematical abilities of the PISA mathematical literacy assessment framework. In order to classify the curriculum according to certain features, content analysis and descriptive analysis were made. In Turkey, Singapore, England, Canada (Ontario) mathematics curriculum, the target achievements of the course were separated according to learning areas and topics and were published with some useful explanations for teachers. The England mathematics curriculum appears to be a core curriculum that does not include much detail. Turkey and Singapore mathematics curriculum have been prepared separately and in detail for each grade level. The Canadian mathematics curriculum was prepared separately for each grade level and it was seen that it was prepared quite comprehensively in terms of learning areas, number of achievements and teacher explanations compared to the curriculum of the other three countries. According to the results obtained from the study, when the curriculum used by different countries are evaluated in terms of mathematical literacy, it has been suggested that learning objectives and in-class activities involving mathematical literacy should be included more in the curriculum of countries.