Özet:

Although mathematics is defined as a branch of science based on numbers and measurements, it is essentially a much more comprehensive meaning that develops the ways of thinking of individuals. Mathematics develops a number of different cognitive skills that exist in each human being, so that it can be useful in every field of the individual’s life. Given these characteristics, the importance and necessity of mathematics and mathematical education is clearly understood. The aim of this study is to compare the primary school 1-4.class mathematics curriculum programs that are being implemented in Turkey and Hong Kong in terms of the program subjects. The quality of the research type of work is carried out according to the model of the study of the state and the teaching programs of the countries are considered as one state. The teaching programs reached through the official general network sites of the countries have been studied using the visual analysis method. The findings from the study have found that there are many common/like objectives in the programs, but some of these objectives are presented at lower class levels in the HMDÖP (Hong Kong Mathematics Course Teaching Program) and the program contains relatively high levels of behavior in the same learning field. While both of the teaching programmes have taken advantage of the approach to the editing of content, it has been determined that the HMDÖP has a relatively comprehensive and rich structure. For learning-learning experiences and measurement-evaluation activities in partnership with TMDÖP (Turkey Mathematics Course Teaching Program) has not been included any examples, however, in terms of both program subjects, HMDÖP has been found to be a more rich and understandable program that includes the examples for the practitioners.