Abstract:

The achievement of the work aimed at improving the quality of education depends on the teacher's understanding of change, the practice of innovation and the absorption of change. It is important to find the studies on the extent to which these teaching programs are adopted by classmates, how they are perceived and whether they are properly implemented or not. In this regard, this study applied to the opinions of class teachers on the gains, content, learning-learning process and measurement-evaluation dimensions of the primary school 4th class math lessons applied in the 2018-2019 educational year. In the research, the distinctive order patterns of the karma methods were used. The study’s quantum size work group is composed of 171 primary school 4th class teachers determined by the simple non-selective sample method; the qualification size is composed of 13 class teachers determined by the standard sample method. When the research results are evaluated, it appears that class teachers’ opinions about the earnings, content, learning-learning process, measurement and evaluation size of the primary school 4th class math lesson curriculum are in a positive direction. In talks with classmates, teachers pointed out that there were no problems in theory in the subjects of the curriculum, but there were many problems in practice.

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