Abstract:

The purpose of the study is to evaluate the cuts unit of the secondary school’s fifth class math lesson curriculum. In the study, the pragmatic assessment concept was adopted by taking advantage of the superiorities of the target-oriented and qualitative assessment concepts and eliminating the missing aspects. For the quantitative data of the study carried out with the simultaneous diversification pattern of the research types of the mixed method, 400 students who studied in the fifth class in the 2014-2015 educational and educational year in the Pamukkale and Centralfendi districts of the Denizli province with the proportional group sampling method have been identified. Six teachers and 12 students have been determined by the measurement and maximum diversity sample method for the qualification data. The research is the data collection tools, the cutting unit is the success test, the semi-configured teacher interview form, the student-focused group interview form, the semi-configured observation form, and the specialized interview form for the pre-conditional relationships. In the analysis of qualitative data, the visual and non-dimensional statistics (t test and tetrakoric correlation) were used; in the analysis of qualitative data, the content analysis was used. At the end of the training received in relation to the Cuts unit, the 18 achievements were five (2, 3, 5, 10, 14). 75% of learning was achieved and the result was that the achievements in the cutting unit were achieved at a low level (28% level). The two reasons for the low availability of profits have been determined as the conceptual errors that students have and the learning process that teachers carry out without taking into account the student’s pre-informations. Between the successes in the Cutter Unit, the pre-conditional relationships have grown significantly. More effective learning environments created with more different achievements can be designed for the cutting unit.