Abstract:

The aim of this study is to compare the primary mathematics teaching programs in Australia and Turkey. The comparison is done in the context of target, content, learning-learning conditions and measurement evaluation, which is the general characteristics and program objects. The research has used the quality research method and visual analysis. The data is collected using the document examination technique. Information about the educational systems and teaching programs of both countries is obtained from the official institutions’ websites or from scientific research. Some of the outstanding results are: The achievements in the mathematics teaching program in Turkey are more structured than in Australia. The Australian mathematics curriculum is more flexible and more integrated with technology than Turkey in terms of learning and teaching conditions. The Australian curriculum includes discussions on how the program can be applied to regions with different socio-economic characteristics and students with different socio-economic characteristics. In the measurement evaluation section of the Australian curriculum, examples of student files are presented to teachers as a guide. In the measurement evaluation department of the mathematics teaching program in Turkey, the measurement of cognitive characteristics as well as sensory and psychomotor skills has also been focused.

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