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Türkiye ve Almanya Matematik Öğretim Programlarının Cebir Öğrenme Alanı Bağlamında Karşılaştırılması

Year 2023, Volume: 5 Issue: 1, 51 - 69, 30.06.2023
https://doi.org/10.51535/tell.1222957

Abstract

Bu çalışmada Türkiye ve Almanya'nın Kuzey Ren-Vestfalya eyaletine ait matematik öğretim programı cebir öğrenme alanı bağlamında incelenmiştir. Programda yer alan öğrenme çıktılarının nicelik ve nitelik açısından benzerlikleri ve farklılıkları araştırılmış; revize edilmiş Bloom taksonomisinin bilgi ve bilişsel süreç boyutlarına göre sınıflandırılmıştır. Her iki programda da kazanımların kısa, net ve günlük yaşamla ilişkilendirilerek ifade edildiği görülmektedir. Nitel araştırma yaklaşımının benimsendiği bu çalışma, betimsel tarama yöntemiyle gerçekleştirilmiştir. Veri toplama sürecinde doküman incelemesi tekniği kullanılmıştır. Analiz sonucunda, öğrenme çıktılarının bilgi boyutunda benzer olduğu; bilişsel süreç boyutu açısından farklılık göstermektedir. Türkiye öğretim programında yer alan kazanımların en üst bilişsel düzey olarak analiz basamağında yer aldığı görülürken; Almanya müfredatı ayrıca değerlendirme ve yaratma gibi üst düzey becerilerin kazanımlarını da içermektedir. Ayrıca her iki program için de kazanımların ağırlıklı olarak işlemsel bilgi ve uygulama basamağında yer aldığı görülmektedir. Türkiye öğretim programında yer alan kazanımların niceliksel olarak Almanya öğretim programında yer alan kazanımlardan daha yüksek olduğu görülmekle birlikte içerik açısından kazanımların birbirini kapsayacak nitelikte olduğu tespit edilmiştir. Uygulama önerileri incelendiğinde ise her iki öğretim programında da ayrıntılı ve zengin bir şekilde yer verildiği görülmüştür. Öte yandan alan yazındaki karşılaştırmalı eğitim çalışmalarında kullanılan temaların ülkelere göre dağılımı incelendiğinde, çalışmaların daha çok programın unsurlarına (amaç/hedef, içerik, eğitim durumları ve test durumları) odaklandığı görülmüştür. Temel matematiksel kavramların anlamlandırılması ve üst düzey bilişsel becerilerin kazandırılması sürecinde, gerçek yaşam problemleri ve süreç temelli öğretim modelleri dikkate alınarak öğretim ortamları ve programları tasarlanabilir. Öte yandan teknolojinin hayatın bir parçası olması nedeniyle eğitim süreci dijital oyunlar ve/veya hikayelerle bütünleştirilerek dijital içerikli öğretim materyallerini içerecek şekilde programlar ve kazanımlar hazırlanabilir. Ayrıca matematik öğretim sürecinde farklı temsil türleri kullanılabilir ve etkinlikler tasarlanabilir.

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A Comparison of the Mathematics Curriculums in Turkey and Germany in the Context of Algebra Learning Domain

Year 2023, Volume: 5 Issue: 1, 51 - 69, 30.06.2023
https://doi.org/10.51535/tell.1222957

Abstract

In this study, Turkey and German state of North Rhine-Westphalia mathematics curriculum have been examined in the context of the algebra learning area. The learning outcomes have been investigated similarities and differences of the in terms of quantity and quality; classified in terms of knowledge and cognitive process dimensions of the revised Bloom's taxonomy. This study, in which the qualitative research approach was adopted, was carried out with the descriptive screening. Document analysis technique has been used in the data collection process. As a result of the analysis, it is determined that the learning outcomes are similar in terms of knowledge dimension; difference in terms of cognitive process dimension. While it is seen that the outcomes in the Turkey curriculum are in the analyze step as the highest cognitive level; Germany curriculum also includes outcomes fof higher level skills such as evaluate and create. Moreover, it is seen that the outcomes are mainly included in the procedural knowledge and apply step for both curriculums. Although it is seen that the outcomes in the Turkey curriculum are quantitatively higher than the outcomes in the Germany curriculum, it has been determined that the outcomes in terms of content are of a nature to cover each other. When the implementation suggestions were examined, it was seen that they were included in both curriculums in a detailed and rich way. On the other hand, when the distribution of the themes used in comparative education studies in the literature according to the countries was investigated, it was determined that the studies mostly focused on the elements of the curriculum (aim/goal, content, educational situations and testing situations). In the process of making sense of basic mathematical concepts and acquisition of high-level cognitive skills, teaching environments and programs can be designed by considering real life problems and process-based teaching models. On the other hand, since technology is a part of life, the education process can be integrated with digital games and/or stories, and programs and learning outcomes can be prepared in a way that includes teaching materials with digital content. In addition, different types of representation can be used in the mathematics teaching process and appropriate activities can be designed.

References

  • Abid, A.A.O. (2017). A comparıson between the middle school mathematics curriculum “A case study of Turkey and Libya”. [Unpublished master’s thesis]. University of Kastamonu.
  • Altıntaş, S., & Görgen, İ. (2014). Comparative analysis of the mathematic curriculums of Turkey and South Korea. NWSA: Education Sciences, 9(2), 191–216.
  • Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
  • Arı, A. (2013). Revised Bloom, SOLO, Fink, Dettmer taxonomies in cognitive area classification and their international recognition cases. Usak University Journal of Social Sciences, 6(2), 259–290.
  • Atweh, B., Barton, A. C., Borba, M. C., Gough, N., Keitel-Kreidt, C., Vistro-Yu, C., & Vithal, R. (Eds.). (2007). Internationalisation and globalisation in mathematics and science education. Springer.
  • Bacakoğlu, T. Y., & Işık-Tertemiz, N. (2021). A comparison of mathematics curriculum of Turkey and Singapore in the context of geometry learning area. Nevsehir Hacı Bektas Veli University Journal of Social Sciences Institute, 11(3), 1089-1107.
  • Bakioğlu, A., & Göçmen. G. (2013). Singapur eğitim sistemi [Singapore education system]. In A. Bakioğlu (Ed.), Karşılaştırmalı eğitim yönetimi [Comparative education management] (ss. 127-155). Ankara: Nobel Akademik Yayıncılık.
  • Batur, A., Özmen, Z. M., Topan, B., Akoglu, K., & Güven, B. (2021). A cross-national comparison of statistics curricula. Turkish Journal of Computer and Mathematics Education, 12(1), 290–319.
  • Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
  • Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). Cross-Cultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432.
  • Bozkurt, A., Çırak-Kurt, S., & Tezcan, S. (2020). A comparison of the middle school mathematics curricula of Turkey and Singapore with respect to the learning domain of algebra. PAU Journal of Education, 48, 152–173.
  • Böke, C. H. (2002). A compersion of Turkey primary mathematics curriculum and English mathematics curriculum. [Unpublished master’s thesis]. University of Hacettepe.
  • Bümen, N. T. (2006). Program geliştirmede bir dönüm noktası: Yenilenmiş Bloom Taksonomisi. Eğitim ve Bilim, 31(142), 3-14.
  • CoHE-World Bank (1997). Milli eğitimi geliştirme projesi hizmet öncesi öğretmen eğitimi [National education development project pre-service teacher training]. Ankara: Council of Higher Education.
  • Çelik, S., Kul, Ü., & Çalık-Uzun, S. (2018). Using Bloom's revised taxonomy to analyse learning outcomes in mathematics curriculam. Abant Izzet Baysal University Journal of Education Faculty, 18(2), 775–795.
  • Çetinbağ, A. (2019). A comparison of primary mathematics curriculum of Turkey and Canada in the context of elements of the program domain. [Unpublished master’s thesis]. University of Marmara.
  • Çiçek, Y., Kuzu, O., & Çalışkan, N. (2021). A comparison of mathematics curriculum of Turkey and Germany in the context of geometry learning domain. Istanbul Aydın University Journal of Social Science, 13(1), 225–260.
  • Çil, O., Kuzu, O., & Şimşek, A.S. (2019). Investigation of 2018 secondary mathematics curriculum according to the revised Bloom taxonomy and components of the program. YYU Journal of Education Faculty, 16(1), 1402–1418.
  • Çoban, A. (2011). Comparison of primary mathematics curriculum of the United States of America, England and Turkey. [Unpublished master’s thesis]. University of Celal Bayar.
  • Dede, Y., & Argün, Z. (2003). Why do students have difficulty with algebra?. Hacettepe University Journal of Faculty of Education, 24(24), 180–185.
  • Doğan, N., & Barış F. (2010). Tutum, değer ve özyeterlik değişkenlerinin TIMSS-1999 ve TIMSS-2007 sınavlarında öğrencilerin matematik başarılarını yordama düzeyleri. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 1(1), 44–50.
  • Doğanay, A., & Ünal, F. (2006). Eleştirel düşünmenin öğretimi [Teaching critical thinking]. In İçerik türlerine dayalı öğretim [Teaching based on content types]. Ankara: Nobel Akademik Yayıncılık.
  • Duygu, N. (2013). International comparative study of elementary school mathematics curriculum. [Unpublished master’s thesis]. University of Tokat Gaziosmanpaşa.
  • Erbaş, A., Çetinkaya, B., & Ersoy, Y. (2009). Student difficulties and misconceptions in solving simple linear equations. Education and Science, 34(152), 44–59.
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There are 83 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Okan Kuzu 0000-0003-2466-4701

Yasemin Çiçek 0000-0003-0914-6682

Zeynep İğdeli 0000-0001-9926-4281

Early Pub Date June 22, 2023
Publication Date June 30, 2023
Acceptance Date March 18, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Kuzu, O., Çiçek, Y., & İğdeli, Z. (2023). A Comparison of the Mathematics Curriculums in Turkey and Germany in the Context of Algebra Learning Domain. Journal of Teacher Education and Lifelong Learning, 5(1), 51-69. https://doi.org/10.51535/tell.1222957

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