Abstract:

Geometry curriculum introduced in 2010 was very striking in terms of the contents as well as the changes introduced with respect to the learning-teaching process. However, even though the geometry curriculum was put in place on 9th grade, and was gradually introduced in other grades as well, it was soon replaced with a new curriculum based on a reintegration of the geometry and mathematics courses, without waiting for the results of the previous program to mature with the 12th graders. The present study, in turn, tries to come up with an assessment of the program from the perspective of the developers of the curriculum, and to understand why the teachers need to but often refuse to embrace and instead resist the change reflected by the curriculum. In addition, it is aimed to reveal why the geometry curriculum is not long-lasting, according to the academics who participated in the development of the new mathematics curriculum, which was created by ending the implementation of the geometry curriculumAs a result, according to the developers of the geometry course curriculum, the reasons for teachers' resistance to change are mostly based on political reasons, while structural reasons are among the reasons why teachers do not accept change, according to the academicians who are working on developing a new mathematics curriculum.

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