Comparison of the 2018 and 2024 Primary School Mathematics Curricula from the Perspective of the Türkiye Century Education Model

Okan Kuzu; Veli Toptaş; Veysel Göçer

Makale detayları

Comparison of the 2018 and 2024 Primary School Mathematics Curricula from the Perspective of the Türkiye Century Education Model

Yazarlar:

Okan Kuzu | Veli Toptaş | Veysel Göçer

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 1, pp.114-140

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339762

pISSN:

2147-1037

Anahtar kelimeler:

Özet:

 This study aims to compare the primary school 1-4 mathematics curricula published in 2018 and 2024. In this study, where the case study model was adopted, data were collected through document review. The collected data was analyzed with the descriptive analysis technique. The analysis revealed that the primary changes occurred in the naming of learning and sub-learning areas, with the 2024 curriculum adopting the terms theme and content. It has been determined that 229 learning objectives were replaced by 111 learning outcomes in the 2024 program. It has been observed that a skill-based, thematic structure has been adopted with the 2024 curricula, a more concrete process has been processed based on daily life problems, and coding activities have been included. In the 2024 program, some concepts such as tree diagram, column chart, point, line, ray and plane have been removed. Angle has been associated with daily life and addressed as a dynamic rotation quantity. Moreover, at the 3rd and 4th grade levels, addition, subtraction, multiplication and division operations are given in the context of making predictions and performing mental calculations before the presentation of procedural information.

 This study aims to compare the primary school 1-4 mathematics curricula published in 2018 and 2024. In this study, where the case study model was adopted, data were collected through document review. The collected data was analyzed with the descriptive analysis technique. The analysis revealed that the primary changes occurred in the naming of learning and sub-learning areas, with the 2024 curriculum adopting the terms theme and content. It has been determined that 229 learning objectives were replaced by 111 learning outcomes in the 2024 program. It has been observed that a skill-based, thematic structure has been adopted with the 2024 curricula, a more concrete process has been processed based on daily life problems, and coding activities have been included. In the 2024 program, some concepts such as tree diagram, column chart, point, line, ray and plane have been removed. Angle has been associated with daily life and addressed as a dynamic rotation quantity. Moreover, at the 3rd and 4th grade levels, addition, subtraction, multiplication and division operations are given in the context of making predictions and performing mental calculations before the presentation of procedural information.

 This study aims to compare the primary school 1-4 mathematics curricula published in 2018 and 2024. In this study, where the case study model was adopted, data were collected through document review. The collected data was analyzed with the descriptive analysis technique. The analysis revealed that the primary changes occurred in the naming of learning and sub-learning areas, with the 2024 curriculum adopting the terms theme and content. It has been determined that 229 learning objectives were replaced by 111 learning outcomes in the 2024 program. It has been observed that a skill-based, thematic structure has been adopted with the 2024 curricula, a more concrete process has been processed based on daily life problems, and coding activities have been included. In the 2024 program, some concepts such as tree diagram, column chart, point, line, ray and plane have been removed. Angle has been associated with daily life and addressed as a dynamic rotation quantity. Moreover, at the 3rd and 4th grade levels, addition, subtraction, multiplication and division operations are given in the context of making predictions and performing mental calculations before the presentation of procedural information.

 Bu çalışmada 2018 ve 2024 yıllarında yayımlanan ilkokul 1-4 matematik dersi öğretim programlarının karşılaştırılması amaçlanmıştır. Yapılan çalışmada durum çalışması modeli kullanılmış olup doküman incelemesi ile veriler toplanmıştır. Toplanan veriler ise betimsel analiz tekniği ile çözümlenmiştir. Yapılan analizler sonucunda, öncelikli değişikliklerin öğrenme ve alt öğrenme alanlarının isimlerinde olduğu, 2024 programında tema ve içerik olarak adlandırmaların yapıldığı görülmüştür. Ayrıca, 2018 programında yer alan 229 kazanımın, 2024 programında yerini 111 öğrenme çıktısına bıraktığı belirlenmiştir. 2024 programı ile beceri temelli, tematik bir yapıya geçildiği, günlük yaşam problemlerinden yola çıkılarak daha somut bir süreç işlendiği, kodlama etkinliklerine yer verildiği görülmüştür. 2024 programında ağaç şeması ve sütun grafiği ile nokta, doğru, ışın ve düzlem gibi kavramların kaldırıldığı belirlenmiştir. Açı, günlük yaşamla ilişkilendirilerek dinamik bir dönme miktarı olarak ele alınmıştır. Ayrıca, 3. ve 4. sınıf düzeylerindeki toplama, çıkarma, çarpma ve bölme işlemleri önce tahminde bulunma ve zihinden işlem yapma bağlamında verilmiş, ardından işlemsel bilgi anlamında nasıl olduğu sunulmuştur.

Makale detayları

Comparison of the 2018 and 2024 Primary School Mathematics Curricula from the Perspective of the Türkiye Century Education Model

Yazarlar:

Okan Kuzu | Veli Toptaş | Veysel Göçer

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 1, pp.114-140

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339762

pISSN:

2147-1037

Primary School Mathematics

Curriculum

Century of Türkiye

Education Modelİlkokul Matematik Dersi

Öğretim Programı

Türkiye Yüzyılı

Maarif Modeli

Sayı

Makale detayları

Yazarlar: Okan Kuzu | Veli Toptaş | Veysel Göçer

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Matematik Eğitimi

Dergi: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 1, pp.114-140

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001339762

pISSN: 2147-1037

Sayı

Yazarlar:

Okan Kuzu | Veli Toptaş | Veysel Göçer

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 1, pp.114-140

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339762

pISSN:

2147-1037