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Comparison of 5th to 8th Grade Mathematics Curricula in Turkey and Greece

Year 2022, Volume: 6 Issue: 12, 70 - 83, 11.11.2022
https://doi.org/10.31458/iejes.1080789

Abstract

This study compares the Turkish secondary school mathematics curriculum and the 5-8th grades mathematics curriculum in Greece, which has an essential place in the history of mathematics in terms of their general structure and content (learning areas, sub-learning areas, achievements, and course hours). In this study, we have used the document analysis method and curricula as a data collection tool. As a result of the research, we have seen that although the Turkish mathematics curriculum is structured as a single document, the Greek mathematics curriculum has a detailed document covering the aims, general objectives, and basic concepts of the interdisciplinary approach. While primary school is 6 years and secondary school is 3 years in Greece, both are 4 years in Turkey. The number of achievements in the Greek mathematics curriculum is higher than in Turkey, but the course hours are less than in Turkey. In addition, sets, linear equations, and similarity learning areas are included in the Turkish curriculum, but not in Greece. Similarly, sub-learning areas such as Functions and Trigonometry are included in the Greek curriculum, but not in Turkey. In line with these results, it can be ensured that the mathematics course hours are different at each grade level, and the course hours increase as the grade level increases in the mathematics curriculum conducted in Turkey, as in the Greek mathematics curriculum. In addition, as in previous curricula, a broader curriculum including activities, educational materials, and mathematical illustrations that will contribute to students' understanding of the subject can be developed in line with re-achievements.

References

  • Abid, A. A. O. (2017). İlköğretim matematik öğretim programlarının karşılaştırılması: Türkiye ve Libya [Comparison of primary education mathematics curriculum: Turkey and Libya] (Unpublished master thesis). Kastamonu University Institute of Science and Technology, Kastamonu.
  • Akerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115-127.
  • Altun, M. (2015). Ortaokullarda (5, 6, 7 ve 8. sınıflarda) matematik öğretimi [Teaching mathematics in secondary schools (5th, 6th, 7th and 8th grades)]. Bursa: Alpha Academy.
  • Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice]. Trabzon: Derya Bookstore.
  • Baki, A. (2014). Matematik tarihi ve felsefesi [History and philosophy of mathematics]. Pegem Academy Publishing.
  • Böke, C. H. (2002). Türkiye ve İngiltere’deki ilköğretim matematik programlarının karşılaştırılması [Comparison of primary education mathematics programs in Turkey and England] (Unpublished master thesis). Hacettepe University Institute of Social Sciences, Ankara.
  • Çelen, Y. (2011). Öğretmenlerin ilköğretim matematik öğretim programına ilişkin görüşlerinin ve matematiğe yönelik tutumlarının incelenmesi [Examination of teachers' views on the primary school mathematics curriculum and their attitudes towards mathematics] (Unpublished doctoral dissertation), Ankara University Institute of Educational Sciences, Ankara.
  • Çetinbağ, A. (2019). Türkiye ve Kanada ilkokul matematik öğretim programlarının program öğeleri bağlamında karşılaştırılması [Comparison of Turkey and Canada Primary School Mathematics Curriculum in the context of program elements]. Master Thesis, Marmara University, Turkey.
  • Çoban, A. (2011). Amerika Birleşik Devletleri, İngiltere ve Türkiye ilköğretim matematik programlarının karşılaştırılması [Comparison of primary school mathematics programs in the United States, England and Turkey] (Unpublished master Thesis), Celal Bayar University, Manisa.
  • Demir, M. (2015). Türkiye ve ABD’de ilkokul 4. sınıf matematik dersi öğretim programında kullanılan alternatif değerlendirme yöntemlerinin karşılaştırmalı olarak incelenmesi [Comparative analysis of alternative assessment methods used in primary school 4th grade mathematics curriculum in Turkey and the USA] (Unpublished doctoral dissertation). İnönü University Institute of Educational Sciences, Malatya.
  • Demirel, Ö. (2015). Eğitimde program geliştirme: kuramdan uygulamaya [Curriculum development in education: from theory to practice]. Ankara: Pegem A Publishing.
  • Erbilge, A. E. (2019). Türkiye, Kanada ve Hong Kong’un ortaokul matematik öğretim programlarının karşılaştırılması [Comparison of secondary school mathematics curriculum of Turkey, Canada and Hong Kong] (Unpublished master thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Erbilgin, E. & Boz, B. (2013). A comparison of mathematics teacher training programs in Turkey, Finland, Japan and Signapore. Hacettepe University Faculty of Education Journal, Special Issue (1), 156-170.
  • ICMCF. (2003). ∆ιαθεματικό ενιαίο πλαίσιο προγράμματος σπουδών μαθηματικών [Interdisciplinary Common Mathematics Curriculum Framework]. Retrieved from: http://ebooks.edu.gr/info/cps/11deppsaps_math.pdf
  • Karakaya, A. (2021). Türkiye, Kanada ve Singapur matematik öğretim programlarının geometri ve ölçme öğrenme alanının karşılaştırılması [Comparison of geometry and measurement learning area of mathematics curriculum in Turkey, Canada and Singapore] (Unpublished master thesis), Hacettepe University, Ankara.
  • Kaytan, E. (2007). Türkiye, Singapur ve İngiltere ilköğretim matematik öğretim programlarının karşılaştırılması [Comparison of primary school mathematics curriculum in Turkey, Singapore and England] (Unpublished master thesis). Hacettepe University Institute of Social Sciences, Ankara.
  • Keskin, İ. & Yazar, T. (2020). Evaluation of high school mathematics curriculum according to student opinions. Journal of Computer and Education Research, 8 (16), 567-589. DOI: 10.18009/jcer.740113
  • Korkmaz, İ. (2006). Yeni ilköğretim programının öğretmenler tarafından değerlendirilmesi [Evaluation of the new primary education program by teachers]. Proceedings of the National Classroom Teaching Congress, 2, 249-259. Ankara: Kök Publishing.
  • Lee, J. (2013). Mathematics education in Korea: Curricular and teaching and learning practices. In J. Kim, I. Han, M. Park and J. Lee (Eds.). History of Mathematics Curriculum in Korea (pp. 21-43). Singapore, London: World Scientific Publishing.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Ministry of National Education [MoNE], (2018). Matematik dersi öğretim programı [Mathematics curriculum] (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8). Ankara.
  • O'Leary, Z. (2017). The essential guide to doing your research project. London: Sage.
  • Sugandi, B. (2015). Comparison of Turkish and Indonesian secondary mathematics curriculum; reflection of the paradigms (Unpublished master thesis). Marmara University Instute of Educational Science, Istanbul.
  • Türkoğlu, A. (1998). Karşılaştırmalı eğitim: dünya ülkelerinden örneklerle [Comparative education: with examples from world countries]. Adana: Baki Bookstore.
  • Yıldırım, C. (1988). Matematiksel düşünme [Mathematical thinking]. Istanbul: Remzi Bookstore.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.

Comparison of 5th to 8th Grade Mathematics Curricula in Turkey and Greece

Year 2022, Volume: 6 Issue: 12, 70 - 83, 11.11.2022
https://doi.org/10.31458/iejes.1080789

Abstract

This study compares the Turkish secondary school mathematics curriculum and the 5-8th grades mathematics curriculum in Greece, which has an essential place in the history of mathematics in terms of their general structure and content (learning areas, sub-learning areas, achievements, and course hours). In this study, we have used the document analysis method and curricula as a data collection tool. As a result of the research, we have seen that although the Turkish mathematics curriculum is structured as a single document, the Greek mathematics curriculum has a detailed document covering the aims, general objectives, and basic concepts of the interdisciplinary approach. While primary school is 6 years and secondary school is 3 years in Greece, both are 4 years in Turkey. The number of achievements in the Greek mathematics curriculum is higher than in Turkey, but the course hours are less than in Turkey. In addition, sets, linear equations, and similarity learning areas are included in the Turkish curriculum, but not in Greece. Similarly, sub-learning areas such as Functions and Trigonometry are included in the Greek curriculum, but not in Turkey. In line with these results, it can be ensured that the mathematics course hours are different at each grade level, and the course hours increase as the grade level increases in the mathematics curriculum conducted in Turkey, as in the Greek mathematics curriculum. In addition, as in previous curricula, a broader curriculum including activities, educational materials, and mathematical illustrations that will contribute to students' understanding of the subject can be developed in line with re-achievements.

References

  • Abid, A. A. O. (2017). İlköğretim matematik öğretim programlarının karşılaştırılması: Türkiye ve Libya [Comparison of primary education mathematics curriculum: Turkey and Libya] (Unpublished master thesis). Kastamonu University Institute of Science and Technology, Kastamonu.
  • Akerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115-127.
  • Altun, M. (2015). Ortaokullarda (5, 6, 7 ve 8. sınıflarda) matematik öğretimi [Teaching mathematics in secondary schools (5th, 6th, 7th and 8th grades)]. Bursa: Alpha Academy.
  • Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi [Mathematics education from theory to practice]. Trabzon: Derya Bookstore.
  • Baki, A. (2014). Matematik tarihi ve felsefesi [History and philosophy of mathematics]. Pegem Academy Publishing.
  • Böke, C. H. (2002). Türkiye ve İngiltere’deki ilköğretim matematik programlarının karşılaştırılması [Comparison of primary education mathematics programs in Turkey and England] (Unpublished master thesis). Hacettepe University Institute of Social Sciences, Ankara.
  • Çelen, Y. (2011). Öğretmenlerin ilköğretim matematik öğretim programına ilişkin görüşlerinin ve matematiğe yönelik tutumlarının incelenmesi [Examination of teachers' views on the primary school mathematics curriculum and their attitudes towards mathematics] (Unpublished doctoral dissertation), Ankara University Institute of Educational Sciences, Ankara.
  • Çetinbağ, A. (2019). Türkiye ve Kanada ilkokul matematik öğretim programlarının program öğeleri bağlamında karşılaştırılması [Comparison of Turkey and Canada Primary School Mathematics Curriculum in the context of program elements]. Master Thesis, Marmara University, Turkey.
  • Çoban, A. (2011). Amerika Birleşik Devletleri, İngiltere ve Türkiye ilköğretim matematik programlarının karşılaştırılması [Comparison of primary school mathematics programs in the United States, England and Turkey] (Unpublished master Thesis), Celal Bayar University, Manisa.
  • Demir, M. (2015). Türkiye ve ABD’de ilkokul 4. sınıf matematik dersi öğretim programında kullanılan alternatif değerlendirme yöntemlerinin karşılaştırmalı olarak incelenmesi [Comparative analysis of alternative assessment methods used in primary school 4th grade mathematics curriculum in Turkey and the USA] (Unpublished doctoral dissertation). İnönü University Institute of Educational Sciences, Malatya.
  • Demirel, Ö. (2015). Eğitimde program geliştirme: kuramdan uygulamaya [Curriculum development in education: from theory to practice]. Ankara: Pegem A Publishing.
  • Erbilge, A. E. (2019). Türkiye, Kanada ve Hong Kong’un ortaokul matematik öğretim programlarının karşılaştırılması [Comparison of secondary school mathematics curriculum of Turkey, Canada and Hong Kong] (Unpublished master thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Erbilgin, E. & Boz, B. (2013). A comparison of mathematics teacher training programs in Turkey, Finland, Japan and Signapore. Hacettepe University Faculty of Education Journal, Special Issue (1), 156-170.
  • ICMCF. (2003). ∆ιαθεματικό ενιαίο πλαίσιο προγράμματος σπουδών μαθηματικών [Interdisciplinary Common Mathematics Curriculum Framework]. Retrieved from: http://ebooks.edu.gr/info/cps/11deppsaps_math.pdf
  • Karakaya, A. (2021). Türkiye, Kanada ve Singapur matematik öğretim programlarının geometri ve ölçme öğrenme alanının karşılaştırılması [Comparison of geometry and measurement learning area of mathematics curriculum in Turkey, Canada and Singapore] (Unpublished master thesis), Hacettepe University, Ankara.
  • Kaytan, E. (2007). Türkiye, Singapur ve İngiltere ilköğretim matematik öğretim programlarının karşılaştırılması [Comparison of primary school mathematics curriculum in Turkey, Singapore and England] (Unpublished master thesis). Hacettepe University Institute of Social Sciences, Ankara.
  • Keskin, İ. & Yazar, T. (2020). Evaluation of high school mathematics curriculum according to student opinions. Journal of Computer and Education Research, 8 (16), 567-589. DOI: 10.18009/jcer.740113
  • Korkmaz, İ. (2006). Yeni ilköğretim programının öğretmenler tarafından değerlendirilmesi [Evaluation of the new primary education program by teachers]. Proceedings of the National Classroom Teaching Congress, 2, 249-259. Ankara: Kök Publishing.
  • Lee, J. (2013). Mathematics education in Korea: Curricular and teaching and learning practices. In J. Kim, I. Han, M. Park and J. Lee (Eds.). History of Mathematics Curriculum in Korea (pp. 21-43). Singapore, London: World Scientific Publishing.
  • Merriam, S. B. (2009). Qualitative research a guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Ministry of National Education [MoNE], (2018). Matematik dersi öğretim programı [Mathematics curriculum] (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8). Ankara.
  • O'Leary, Z. (2017). The essential guide to doing your research project. London: Sage.
  • Sugandi, B. (2015). Comparison of Turkish and Indonesian secondary mathematics curriculum; reflection of the paradigms (Unpublished master thesis). Marmara University Instute of Educational Science, Istanbul.
  • Türkoğlu, A. (1998). Karşılaştırmalı eğitim: dünya ülkelerinden örneklerle [Comparative education: with examples from world countries]. Adana: Baki Bookstore.
  • Yıldırım, C. (1988). Matematiksel düşünme [Mathematical thinking]. Istanbul: Remzi Bookstore.
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Publishing.
There are 26 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Review Article
Authors

Enta Ismaıl Amet 0000-0002-3649-2604

Gül Kaleli Yılmaz 0000-0002-8567-3639

Early Pub Date October 31, 2022
Publication Date November 11, 2022
Submission Date March 1, 2022
Published in Issue Year 2022 Volume: 6 Issue: 12

Cite

APA Ismaıl Amet, E., & Kaleli Yılmaz, G. (2022). Comparison of 5th to 8th Grade Mathematics Curricula in Turkey and Greece. International E-Journal of Educational Studies, 6(12), 70-83. https://doi.org/10.31458/iejes.1080789

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