Akademik Veri Yönetim Sistemi
Trakya Eğitim Dergisi, cilt.11, sa.2, ss.717-732, 2021 (Hakemli Dergi)
The basic purpose of this research is to identify elementary school teachers’ evaluations concerning the Mathematics curriculum and analyze it in terms of a number of variables (alma mater, seniority, class size, status of attending inservice education). In the study descriptive survey model was used.The sample of the study is comprised of 231 elementary school teachers serving in the provinces of Adana, Mersin, Sanliurfa, Mardin, Gaziantep, Istanbul, Kayseri and Hatay. “Mathematics Curriculum Evaluation Scale” devised by the researchers was used as the data collection tool. Of the five Likert-type, the scale with 21 items is composed of five factors (general structure, learning outcome, content, measurement and evaluation, presentation). Oneway Anova, Independent Samples T-Test and Kruskal Wallis Test were used in the data analysis. It was observed that elementary school teachers’ evaluations as to the Mathematics curriculum are positive and that their evaluations do not differ according to alma mater and class size. In addition, evaluation scores are based on seniority, only on the acquisition subscale, in favor of teachers over 21 years and those of 16-20 years; it is in favor of those who receive in-service training only in sub-scale of presentation and total score according to the status of in-service training