Abstract:

In this study, the mathematics teaching programs, which have been implemented since the Republic in Turkey, have been examined according to four components of the curriculum, including objectives, content, learning-teaching process and evaluation. In this respect, this research has been designed as qualitative research based on document review technique. Research includes 1926, 1936, 1948, 1968, 1998, 2005, 2009, 2013 and 2018 programs. As a result of the research, it has been observed that mathematics curricula applied successively have not been structured more comprehensively in terms of content and presentation. Since 1926, the importance of using the language of mathematics and expressing mathematical thoughts in all programs, examples of activities and activities given as examples are the biggest strenghth of 1998, 2005 and 2009 programs. The emotional features considered in the 2005, 2015 and 2018 programs are the sections that should be considered for mathematics achievement, and the “exercises” included in the program with the 1948 program are important and must not be abandoned.

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