Özet:

The purpose of this study is to determine the issues and the solutions regarding the 9th grade curriculum put into place since 2017-2018 school-year. In this direction; 9th grade mathematics lessons 12 mathematics teachers from schools in Isparta, Balıkesir, Kayseri and Şanlıurfa participated in this study. One of the quantitative methods, case-study, was used for this study. The data for this study was acquired by open-ended questionnaire. The collected data have been analyzed by "content analysis" technique used in qualitative method and then findings have been categorized before interpretation. Teachers should be aware of the reasons for the reorganization of the program; theoverhead of the old program is too high, inability to meet daily problems, it leads to the generations of a rote-based object and that there is too much theoretical knowledge. The topics are simple and clear  in the new program. It was also determined that the subjects in new programme are simple, understandable and it is appropriate to place the logic topic statement from 11th grade to the 9th grade. In the study; the level of readiness of the students are low, the numbers and basic concepts are superficial, issues such as ancillary resources, online tests and various software suited to the topics and achievements are inadequate. It was  determined that the new mathematics teaching program is in general compatible with the content and that is partly sufficient for the students to gain the ability to solve the problems they encounter in their daily lives and that the program should be developed. In addition teachers; the new curriculum suggests that the appropriate resources should be in the for of leaflets or booklets on the subject rather than as a book, that the problems and solutions be associated with Daily life and that there should be a close cooperation between elementary school, junior high scool and high school in order to improve the level of readiness of the students.

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