Ortaokul 5. Sınıf Matematik Dersi Öğretim Programının Stake’in Uygunluk-Olasılık Modeline Göre Değerlendirilmesi

Abstract

The basic aim of the present study was to evaluate the middle school fifth grade math curriculum, which was applied as of 2013-2014 academic year, according to Stake’s Congruence-Contingency Model in terms of antecedents, transactions and outcomes. In this context, 1061 students studying at schools that were selected from different socioeconomic level areas of Ankara, and 21 math teachers who worked at these schools were included in the study. The partially mixed concurrent dominant status design, which is one of the mixed approach designs, was used in the present study. The data were collected by using the “Math and Me Scale” with the success test for quantitative dimension, curriculum examination form in qualitative dimension, and the teacher interview form and teacher interview form. It is considered as a missing point if the information on curriculum development, which is expected to guide the evaluation studies according to antecedents data, is not shared. On the other hand, it is considered as a positive development because it will ensure sustainability for the previous curriculum philosophy, the curriculum is successful, and will keep pace with the developments in the whole world. In addition, it was determined that the acquisitions are reduced when compared with the previous curriculum, which is proper because it is intended for students; however, it is not proper because it is not intended for conceptual learning; and the content is reduced in this context, and proper for NCTM standards. It was also concluded that it was not proper for the organization of the content. It was determined that the explanations on the teaching, learning, and measurement process in the simplified new program due to justifications like difficulty in understanding when compared with the previous curriculum are proper. However, the examples showing how these approaches, which are included in the previous curriculum, may be applied in practice are evaluated as a missing point in the present curriculum. In addition, it was also concluded that the teachers teaching these classes for the first time having not received in-service training, and have problems in making the philosophy of the curriculum be acquired, which caused that the skills and knowledge of the teachers are not suitable for applying this curriculum in an efficient manner. As a last item, it is also considered as another missing point that teachers books are not prepared because it is necessary that the students must be ready in terms of their socio-economic levels since the curriculum is a central one, and there are problems in making students acquire the skills that are taken as the focal point in the book. According to transactions evaluation results, it was observed that the teaching, learning and measurement approaches that are expected by the curriculum and not applied properly by teachers. For this reason, it is possible to claim that in these three types of schools located in different socioeconomic level areas the problem-solving skills and mathematical success with the conceptual understanding, which is suggested by the curriculum. It is possible that the practical application does not proceed as desired because the teachers book, which is stated in the antecedents evaluation, is not prepared yet, the students course books are not intended to make students acquire the basic skills that are suggested by the curriculum, the readiness of the students is low, the knowledge and skills of the teachers on the curriculum are not consistent with the philosophy of the education and with the examination system, classrooms are crowded, there are missing points in technological infrastructure and concrete materials in classrooms. On the other hand, it is observed that the missing points in practice are traditionally related to operational skills. For this reason, it is possible that these skills may be improved in students. However, it is possible to claim that there will appear problems in terms of making students acquire operational skills aimed by the curriculum in schools in medium-level socioeconomic level areas and schools in low-level socioeconomic level areas when the fact that individual differences are not taken into consideration in schools in medium-level socio-economic level areas and schools in low-level socioeconomic level areas, and the readiness of the students especially at schools in low-level socioeconomic level areas are low is considered. According to the outcomes evaluation results, the conceptual learning, problem-solving and mathematical process skills, which are considered as the bases of the curriculum, are not acquired by students at the desired level because of the reasons stated in the antecedents and transactions evaluation. Similarly, it is also observed that the operational skills are not acquired t the desired level aside from the schools in high-level socioeconomic level areas. However, it is observed that in the field of affective skills, the curriculum is effective, which is also expected. As the last item, the efficacy of the curriculum may be increased by takin several measures.