Abstract:

Curriculums are updated according to the educational needs. In the Türkiye context, the high school mathematics curriculum was last updated in 2018. This study aims to compare high school mathematics curriculum documents in Türkiye since the 2005 reform in terms of basic elements of a curriculum (general objectives, content, learning-teaching processes, and assessment-evaluation approaches). In this qualitative study, which adopted a horizontal approach as one of the approaches of comparative studies, data were collected through documents. The data consist of official documents of the high school mathematics curriculums published in 2005, 2011, 2013, and 2018. Curriculum documents were analyzed based on general objectives, contents, learning-teaching processes, and assessment-evaluation approaches of the curriculums. Findings revealed similarities and differences between the basic components and the shortcomings of the curriculums. In particular, the changes in the number of learning objectives and accordingly in the contents were discussed. The pedagogical reasons underlying the radical changes regarding adding new content or removing some content may be a matter of curiosity. Curriculum developers are suggested to include the reasons for these changes.

Keywords: