Abstract:

The purpose of this research was to evaluate the 10th grade mathematics curriculum of General Secondary Education Institutions through the perceptions of mathematics teachers, students, and classroom observations. In this study, Malcolm Provus’ Discrepancy Evaluation Model was utilized. Data were collected through questionnaire, semi-structured interview schedule and observation form. Participants of this study were 136 students and 8 mathematics teachers were chosen through convenient sampling strategy. The quantitative data were analyzed by using SPSS 22.0 and qualitative data were analyzed through content analysis. The results indicated that although the existing program was planned as learner centered, the implementation process revealed that teachers maintained their traditional roles and teacher-centered methods. There is a discrepancy between the curriculum and implementation process.

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