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An analysis of Turkey's recent middle school mathematics teaching programs within the context of the learning-teaching processes

dc.contributor.authorIncikabi L., Uysal R.
dc.date.accessioned2023-05-09T20:31:05Z
dc.date.available2023-05-09T20:31:05Z
dc.date.issued2019-11-29
dc.description.abstractThe current study compares recent middle school mathematics teaching programs in Turkey based on teaching-learning processes (student characteristics, teacher characteristics, learning-teaching approaches, and measurement and evaluation approaches). Being qualitative in nature, this study was conducted by performing document analysis. The data source of this study comprises the middle school mathematics teaching programs published in 1998, 2005, and 2013. The obtained data were presented using tables and were compared in terms of similarities and differences. According to the results, programs since 1998 had provided different definition of an active student. Moreover, the use of strategies and techniques, which are student-centred and enable students to actively participate in the learning process, is striking since the 2005 program. In addition, the most important change in the measurementevaluation processes is the adoption of the result- and process-oriented measurement and evaluation concept instead of the result-oriented measurement and evaluation approach.
dc.identifier.doi10.4018/978-1-7998-1476-4.ch017
dc.identifier.isbn9781799814771
dc.identifier.scopus2-s2.0-85136891831
dc.identifier.urihttps://hdl.handle.net/20.500.12597/15152
dc.relation.ispartofHandbook of Research on Online Pedagogical Models for Mathematics Teacher Education
dc.rightsfalse
dc.titleAn analysis of Turkey's recent middle school mathematics teaching programs within the context of the learning-teaching processes
dc.typeBook Chapter
dspace.entity.typePublication
relation.isScopusOfPublication1fc27ff9-39ea-42ef-89a7-001150565f87
relation.isScopusOfPublication.latestForDiscovery1fc27ff9-39ea-42ef-89a7-001150565f87

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