A Comparative Analysis of the Türkiye Century Education Model at the K-12 Level in Terms of Estimation Skills

Gözde Kaplan Can; Semanur Kandil Şıvka

Makale detayları

A Comparative Analysis of the Türkiye Century Education Model at the K-12 Level in Terms of Estimation Skills

Yazarlar:

Gözde Kaplan Can | Semanur Kandil Şıvka

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 3, pp.355-371

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359623

pISSN:

2148-7758

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the mathematics learning outcomes of the Türkiye Century Education Model TCEM at the K12 level within the framework of estimation skills, in comparison with the learning objectives of the mathematics domain of the currently implemented Preschool Education Curriculum and the Mathematics Curricula for Primary, Middle, and High School Education in Türkiye. The study seeks to identify and discuss the differences between these curricula and interpret their implications. Using document analysis, it was observed that computational estimation is similarly addressed in the programs. However, the TCEM was found to include a greater number of learning outcomes and learning-teaching practices related to measurement estimation and numerosity estimation. It was also concluded that while explicit learning outcomes related to number line estimation were not identified in either the current Mathematics Curricula or the TCEM, certain learning outcomes and associated instructional practices implicitly incorporate this type of estimation. Additionally, no learning outcomes related to estimation skills were found in the High School Mathematics Curricula examined within the scope of this research.

 The aim of this study is to examine the mathematics learning outcomes of the Türkiye Century Education Model TCEM at the K12 level within the framework of estimation skills, in comparison with the learning objectives of the mathematics domain of the currently implemented Preschool Education Curriculum and the Mathematics Curricula for Primary, Middle, and High School Education in Türkiye. The study seeks to identify and discuss the differences between these curricula and interpret their implications. Using document analysis, it was observed that computational estimation is similarly addressed in the programs. However, the TCEM was found to include a greater number of learning outcomes and learning-teaching practices related to measurement estimation and numerosity estimation. It was also concluded that while explicit learning outcomes related to number line estimation were not identified in either the current Mathematics Curricula or the TCEM, certain learning outcomes and associated instructional practices implicitly incorporate this type of estimation. Additionally, no learning outcomes related to estimation skills were found in the High School Mathematics Curricula examined within the scope of this research.

 The aim of this study is to examine the mathematics learning outcomes of the Türkiye Century Education Model TCEM at the K12 level within the framework of estimation skills, in comparison with the learning objectives of the mathematics domain of the currently implemented Preschool Education Curriculum and the Mathematics Curricula for Primary, Middle, and High School Education in Türkiye. The study seeks to identify and discuss the differences between these curricula and interpret their implications. Using document analysis, it was observed that computational estimation is similarly addressed in the programs. However, the TCEM was found to include a greater number of learning outcomes and learning-teaching practices related to measurement estimation and numerosity estimation. It was also concluded that while explicit learning outcomes related to number line estimation were not identified in either the current Mathematics Curricula or the TCEM, certain learning outcomes and associated instructional practices implicitly incorporate this type of estimation. Additionally, no learning outcomes related to estimation skills were found in the High School Mathematics Curricula examined within the scope of this research.

 Bu çalışmanın amacı K-12 düzeyinde Türkiye Yüzyılı Maarif Modeli TYMM matematik öğrenme çıktıları ile Türkiye genelinde yürürlükte olan İlkokul, Ortaokul ve Ortaöğretim Matematik Dersi Öğretim Programları ve Okul Öncesi Eğitim Programları Matematik Alanı kazanımlarının tahmin becerisi çerçevesinde incelenmesi, farklılık gösterdikleri noktaların ortaya konulması, bu farklılıkların yorumlanması ve tartışılmasıdır. Doküman analizi tekniği kullanılarak incelenen programlarda işlemsel tahmin becerisine benzer şekilde yer verildiği gözlenmiştir. Ancak, TYMMnin ölçmede tahmin ve yığın tahmini alanlarına yönelik daha fazla sayıda öğrenme çıktısı ve öğrenme-öğretme uygulaması içerdiği sonucuna ulaşılmıştır. Sayı doğrusuna dair tahmin becerisini içeren kazanımöğrenme çıktılarına yürürlükte olan Matematik Dersi Öğretim Programlarında ve TYMMde açıkça yer verilmediği fakat bazı kazanımlarınöğrenme çıktılarının açıklamaları ve öğrenme-öğretme uygulamalarının bu tahmin türünü içerdiği sonucuna varılmıştır. Araştırma kapsamında incelenen ortaöğretim kademesine yönelik Matematik Dersi Öğretim Programlarında tahmin becerilerine yönelik herhangi bir öğrenme çıktısına rastlanmamıştır.

Makale detayları

A Comparative Analysis of the Türkiye Century Education Model at the K-12 Level in Terms of Estimation Skills

Yazarlar:

Gözde Kaplan Can | Semanur Kandil Şıvka

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 3, pp.355-371

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359623

pISSN:

2148-7758

Estimation skills

Turkish Century Education Model

Mathematics curriculumTahmin becerisi

Türkiye Yüzyılı Maarif Modeli

Matematik Dersi öğretim programı

Sayı

Makale detayları

A Comparative Analysis of the Türkiye Century Education Model at the K-12 Level in Terms of Estimation Skills

Yazarlar: Gözde Kaplan Can | Semanur Kandil Şıvka

Yayıncı: Erzincan Binali Yildirim University

Ana Başlıklar: Matematik Eğitimi

Dergi: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 3, pp.355-371

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001359623

pISSN: 2148-7758

Estimation skills

Turkish Century Education Model

Mathematics curriculumTahmin becerisi

Türkiye Yüzyılı Maarif Modeli

Matematik Dersi öğretim programı

Sayı

Yazarlar:

Gözde Kaplan Can | Semanur Kandil Şıvka

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.27 Issue 3, pp.355-371

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359623

pISSN:

2148-7758