Mathematics Education In Turkey Research Articles

A brief history of mathematics education in Turkey: K-12 mathematics curricula

In this study, we survey the history of mathematics education in Turkey starting with its historical roots in the foundation of the republic. The changes in mathematics education in Turkey over the last century are investigated through an analysis of changes in curricular documents for K-12 schools. We consider the factors and reasons affecting curriculum developments, changes in philosophy and structure in terms of standards, objective and instructions. This article utilizes archival research techniques by examining original sources and illustrates the nature of the changes benefiting from a historical perspective. As a result of such analysis of the aforesaid sources, we have seen that the main reasons for changing mathematics curricula are: to build up a modern civilization in Turkey; the reports of John Dewey and the recommendations of Kate Wofford, William C. Varaceus and Watson Dickerman; the desire to become a member of the European Union; international factors and political situations.

Mathematics teacher educators’ beliefs about assessment

The aim of this study is to focus on and attract attention at mathematics teacher educators’ beliefs about assessment and to contribute to suffice the need in this field. In the study, interviews taking average 60minutes were carried out with 5 academicians from KTU Fatih Faculty of Education in spring term of 2006-2007 educational years. In the interviews, a semi-structured interview form designed by researcher (corresponding author) and a survey devised by Katung et al. (1999) and adapted into Turkish by Şenocak (2006) were used. By using Magolda's (1992) Epistemological Reflection Model, the data obtained were analyzed descriptively in a qualitative manner. It was found that the ideas put forward by the participants were satisfactory and promising concerning philosophical notion of the new mathematics curriculum or reform efforts on mathematics education in Turkey.

A new model for collaborative learning in computer based mathematics instruction: 4s

Collaborative learning leads individuals to focus on the goals related with group's interests and groups’ gain or loss rather than his/her own personal interest and personal gain or loss. Even though it is quite challenging at the very beginning to achieve a success in collaboration because of people's egoism, a definite success can be obtained after a couple trials. Thus, the collaboration starts, and a move from me to us will be achieved.This project, focused on the pre-service teacher education in mathematics education in Turkey, has three goals. The first goal is to encourage pre-service teachers to develop their own learning objects. The second goal is to contribute in improving their understanding the theory behind professionally designed educational software. A third goal is to help them practive collaborative learning model by assessing the learning objects developed during the course and collaboratively improve their products. The data presented here are the final version of the project launched four years ago.