İLKOKUL 4. SINIF MATEMATİK DERSİ PROGRAMINA İLİŞKİN ÖĞRETMENLERİN GÖRÜŞLERİ TEACHERS’ VIEWS WITH REGARD TO THE ELEMENTARY SCHOOL 4TH GRADE MATHEMATICS LESSON CURRICULUM

Abstract

Bu calismanin amaci, sinif ogretmenlerinin ilkokul 4. sinif Matematik dersi programina iliskin goruslerini belirlemektir. Arastirma, betimsel nitelikte tarama modelinde bir calismadir. Calismaya, Elazig il merkezindeki ilkokullarda gorev yapmakta olan 118 sinif ogretmeni katilmistir. Veriler, Oksuz (2015) tarafindan gelistirilen “Ilkokul Matematik Programini Degerlendirme Olcegi” ile toplanmistir. Olcek, 5’li likert tipi olup, 78 maddeden olusmaktadir. Verilerin analizinde, yuzde, frekans, betimsel analiz, t- testi ve tek yonlu varyans (ANOVA) analizi yontemleri kullanilmistir. Arastirma sonucunda ogretmenlerin, ilkokul 4. sinif matematik dersi programini cok ust duzeyde olmasa da genel olarak olumlu duzeyde gordukleri sonucuna ulasilmistir. Ogretmenlerin cinsiyet ve kidem degiskenlerine iliskin olarak yapilan analiz sonucunda, gruplar arasinda anlamli bir farklilik tespit edilmemistir. Okulun sosyo-ekonomik duzeyi degiskeni acisindan ust-sosyo ekonomik duzey okullardaki ogretmenler ile alt-sosyo ekonomik duzey okullarda gorev yapan ogretmenler arasinda, ust sosyo ekonomik duzey okullarda gorev yapan ogretmenler lehine anlamli farklilik tespit edilmistir. Anahtar Sozcukler: Ilkokul 4. sinif matematik dersi programi, program degerlendirme, ogretmen gorusleri. The purpose of this study was to determine the views of elementary teachers about elementary education 4th grade mathematics lesson curriculum. The model of the research was descriptive survey. Participants of this study were 118 elementary teachers who have been working in Elazig province. “Primary School Mathematics Curricula Evaluation Scale” which has been developed by Oksuz (2015), has been used in the research. The data have been collected by using 5-point Likert scale, which consists of 78 items. In data analysis, percentage, frequency, descriptive analysis, t-test and one-way analysis of variance (ANOVA) analysis methods have been used. It has been observed from the research findings that the teachers generally find the elementary school 4th grade mathematics lesson curriculum at positive level, although not at a very high level. As a result of performed analysis with regard teachers' gender and seniority variables, there was not a significant difference between the groups. In terms of socio-economic level variable of the school, there was a significant difference between the teachers who work in high socio-economic level schools and the teachers who work in low socio-economic level schools, in favor of the teachers who work in high socio-economic level schools. Key Words: Elementary school 4th grade mathematics curriculum, curriculum evaluation, teacher’s views.