Abstract:

This study aims to comparatively examine the arrangements made in primary school mathematics curricula during the republican period in terms of inclusion. In this study, which is a qualitative research, document analysis method was used, and official curriculum documents were analysed with content analysis technique. The data set of this study consisted of the written texts in the 12 official curricula that were put into practice in the Republican period. Since 1936, all primary school mathematics curriculum has included inclusion with five different components: emphasis on inclusion (every, all, whole), reaching individuals with educational disabilities, taking into account individuals with special needs, taking into account individual differences and taking into account cultural differences. The results of this study revealed that there are various regulations in the republican programs in the context of inclusion and that these regulations differ in the historical process. In addition, it was determined that the most comprehensive regulations regarding inclusion were made in 2015 and 2017. The fact that all programs except 1926 have individual differences appears as a common feature of these programs. Finally, the 1936 program is the only program focused on students with educational disabilities.

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