Özet:

In this study, a total of 444 achievements included in the 1-8 Mathematics Course Teaching Program published in 2018 were evaluated in terms of the cognitive process and information size of the revised Bloom taxonomy. In this context, the achievements of the Mathematics Course Curriculum were first studied independently by researchers and reached a common judgment by discussing the differences that arise. At the end of this process, Kendall’s inter-judicial compatibility ratio was calculated at 0.99 for the size of the cognitive process and the size of the information. The program has been shown to have quite a few gains in the phases of analysis, evaluation and creation in terms of the dimensions of the cognitive process.  When it is examined in terms of information, it is found that there is no gain in the superintelligence stage. Furthermore, this study found that some achievements contained more than one action, were not clear and understandable, and were not organized from simple to complex. It is believed that the increase in the number of achievements at the higher level in the framework of the skills included in the curriculum, the reorganization of achievements with structural disorders taking into account the objectives and objectives of the curriculum and the association of these achievements with the problems of everyday life will prepare the ground for the formation of more meaningful learning and the improvement of student performance.

Özet:

In this study, a total of 444 objectives that forms the 2018 1-8 Mathematics Curriculum were evaluated via both knowledge and cognitive process dimensions of Revised Blooms’ taxonomy. In this context, all of the Mathematics Curriculum objectives were separately analyzed by experts and after the independent analysis process, the differences between experts’ classifications were discussed to reach an agreement. Kendall's coefficient of concordance between experts was calculated as 0,99 for both knowledge and cognitive process dimensions. Considering the curriculum from the cognitive process dimension revealed a very limited amount of analyze, evaluate, and create levels of objectives. When the curriculum explored in terms of knowledge dimension, it was determined that there was no objective in the metacognitive level. In addition, in this study, it is observed that some of the objectives were constructed with multiple educational goals, were not clear and understandable, and were not arranged from simple to complex. In order to ensure the creation of more meaningful learning for students and growth on students’ performance; the number of the high-level cognitive objectives should be increased, the objectives that have structural defects should be rearranged with consideration of educational goals of the curriculum, and objectives should be correlated with daily life-problems.  

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