Primary School Teachers’ Views on 4th Grade Mathematics Curriculum (original) (raw)
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This study aims to evaluate the elementary mathematics curriculum, developed in 2005, textbooks, pedagogy and students’ attitudes from elementary teachers’ perspective. Teachers cite student-centered pedagogy and making connections between mathematics and real life as the strengths of the new programme and its spiralling nature, denseness and inadequateness of time as its weakness. Majority of the teachers found textbooks insufficient due to the lack of question variety. 57% of the teachers do 4 or more activities per week; yet, only 15.3% say they use a student-centered approach. There is no significant difference between the frequency with which activities are utilized and each of the following: geographical region, school location, teacher’s experience, and class size. Teachers’ claim that while students’ desire to succeed and interest in mathematics is above moderate, their inclination to discover it and prior knowledge is slightly below average.
Primary School Teachers' Views about the New Turkish Primary School Mathematics Curriculum
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The aim of this study is to determine the primary school teachers' views related to the new Turkish primary school mathematics curriculum which was put into practice in the 2005-2006 academic years. A questionnaire developed by the researchers, consists of openended and closed items, was applied to 60 primary school teachers selected randomly from among classroom teachers in Trabzon, one of the cities in the west Karadeniz Regions of Turkey. Data were analyzed using descriptive analysis technique. The results of this study show that in-service training seminars administered about the new mathematics curriculum were insufficient in terms of their duration, organizations, model activities, and did not provide teachers with sufficient experiences about the new curriculum. It is found that teachers have been aware of distinguishing the new and old mathematics curriculum sufficiently but, teachers have needed knowledge and skills of developing teaching material and implementing student-centered instruction and using alternative assessment methods.
Eurasia Journal of Mathematics, Science and Technology Education, 2013
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Procedia - Social and Behavioral Sciences, 2015
The aim of the present study was to determine mathematics teachers' opinions about the renewed fifth grade mathematics curriculum and to investigate the new mathematics curriculum and the former one comparatively. In the current study, two qualitative research methods namely, document review and semi-structured interview methods were used. With document review, the similarities and differences between the renewed fifth grade mathematics program and the former one were discussed by comparing the two curriculums. The related documents were derived from mathematics curriculum that was published in Turkish Education Board official website. With semi structured interview form, teachers' opinions about the new curriculum was determined. In the present study, in which the purposeful sampling was used, 18 mathematics teachers were interviewed that worked at schools depending on the Ministry of Education in Sakarya province Ferizli district. The obtained data was analyzed via descriptive statistics. According to findings, the new mathematics curriculum and the former one were similar in general, and teachers had both positive and negative opinions about the new curriculum.
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Study of the Thoughts of Math Teachers about the Content of Secondary Education Math Class
Procedia - Social and Behavioral Sciences, 2013
The purpose of this study is to investigate the opinions of secondary school mathematics teachers on the content of the current mathematics curriculum in Turkey. Based on this general aim, the views of teachers on the appropriateness of the curriculum content and their advice for improving the efficiency of the content have been revealed. Research was carried out as a case study, which is a qualitative research method. The study group for the research consisted of nine mathematics teachers working in Turkish Ministry of Education secondary schools in the city center of Sivas during the spring term of the 2011-2012 academic year. The research data were collected through semi-structured interviews with the teachers in the study group and all of these were carried out by the researcher. Data were analyzed using a categorical content analysis technique via the NVivo computer program. According to the results of the study, teachers believe that the content of the Secondary School Mathematics Curriculum (SSMC) is aligned with the principles that have to be applied while choosing the content. However, they have alleged that the content of the program is not sufficient according to the principles of scheme (readiness), individual differences, validity and economicality. Based on the findings of this study, various solutions are offered for researchers, managers and program development experts.
ijhssnet.com
The purpose of this study was to investigate Turkish preservice elementary teachers' beliefs about the nature and the teaching of mathematics. The participants of the study consist of 96 preservice elementary teachers from a department of primary education in a state university in Turkey during the 2010-2011 spring term. Beliefs about Teaching Mathematics Scale and Beliefs about Nature of Mathematics Scale were used as the measuring instruments. The results of this study were: a) the preservice elementary teachers' scores on about the nature and the teaching of mathematics (child-centredness) were high in general, b) statistically; there exist significant correlation between the beliefs about nature and teaching of mathematics. As a result, some recommendations concerning the situation and future research were suggested.
An Evaluation of the Effectiveness of the New Primary School Mathematics Curriculum in Practice
The aim of this study is to determine and compare the views of primary school teachers on the implementation and effectiveness of the new primary school mathematics curriculum. For that aim, a 32-item Likert-type Mathematics Curriculum Scale was developed. The reliability of the scale was tested through Cronbach Alpha (.98), Spearman–Brown (.93) and Guttman split half (.93) and the scale was found to be reliable. The scale includes four sub-scales. The population includes 792 classroom teachers working in 64 pilot schools where the new primary school mathematics curriculum was in trail in ‹stanbul, Ankara, ‹zmir, Kocaeli, Van, Hatay, Samsun, and Bolu. The data were analyzed in terms of city, classroom, gender, teaching experience, education level, and student number variables. Independent samples ttest, Kruskal Wallis H test, variance analysis, Mann Whitney U, Scheffe, and LSD tests were used to analyze the data. Statistically significant differences were found between the views of the teachers in terms of city, classroom, gender and student number variables. It was determined that the learning attainments, content and teaching- learning activities in the new mathematics curriculum were found to be effective by the teachers. But the evaluation part of the new curriculum was not found to be effective in practice. Teachers are advised to have systematic and effective inservice seminars to learn and use the evaluation techniques aimed at the new primary school mathematics curriculum.
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This study aimed to explore mathematics teachers’ opinions on the effectiveness of 6th grade mathematics curriculum in practice. The data collection instruments in the study were the 32-item five-point Likert type Mathematics Course Curriculum Scale developed by Bulut (2006) and the 10-item three-point Likert type Scale for Variables Affecting the Learning Process. The study group comprised a total of 135 mathematics teachers from 49 elementary schools located in the center of Diyarbakir, where elementary 6th grade Mathematics Course Curriculum was used. The data were analyzed by using independent samples t test, one way ANOVA, Kruskal Wallis H and Scheffe tests. In the study it has been found that mathematics teachers partially use these information and communication technologies in the learning process. The study also shows that mathematic teachers partially accept the new curriculums success in practice as a whole.