Abstract:

This study aims to compare the Mathematics Education Curricula (for grades 1-8) of Turkey, Singapore, the United States (North Carolina), Ireland, China (Shanghai), and Germany in terms of goals, content, teaching-learning processes, and assessment elements. Based on the identified similarities and differences, the analysis of curricula is done. The research utilized a qualitative research method, specifically the comparative educational research model. The data sources for the study were the Mathematics Education Curricula for primary and middle schools in Turkey, Singapore, the United States, Ireland, Shanghai, and Germany in the academic year 2021-2022. The document analysis method was employed to analyze the curricula. The data obtained from the analysis were descriptively tabulated and presented according to the elements of the curricula. The analysis of the educational curricula revealed both similarities and differences in terms of goals, content, teaching-learning, and assessment processes among the six curricula. While the importance of the problem-solving process was considered in all curricula, Singapore, Ireland, and Germany, which achieved success in the last three PISA exams, carried out this process more meticulously. Regarding content, it was determined that there were similar learning domains in the curricula, but differences in the ways these domains were presented. While Turkey and the United States did not provide information about the assessment processes in their mathematics curricula, it was observed that Singapore, Shanghai, and Ireland left this process to the discretion of teachers. Based on the findings of the study and considering the strengths identified in the mathematics curricula of Singapore, the United States, Ireland, Shanghai, and Germany, which have been more successful than Turkey in PISA reports, it is suggested to use these strengths to improve the weaknesses of the Turkish mathematics curricula.

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