Abstract:

This research aims to evaluate the math lesson curriculum that begins to be implemented in 2018 with Eisner's Educational Criticism Model. In the work that was designed as a quality, the only state design was used. The data of the study was collected from 6 different secondary schools determined by the measurement sample method. In this context, the research involved 13 high school math teachers, 4 school directors and 248 high school students. Structured questions prepared by researchers and taking expert opinions as a data collection tool have been used. Teachers and school managers have conducted individual, focused group conversations with students. Data analysis is done by taking into account the model’s evaluation stages of illustration, interpretation, evaluation and subjectivity. The study found that mathematics teachers qualified changes in the 2018 math lesson curriculum as a reduction or change in earnings. The focus of the opinions of teachers, school directors and students on the 2018 math lesson curriculum has been the understanding and interpretation-based questions called the next generation questions. Teachers pointed out that the next generation questions are one of the positive aspects of the program, while both teachers and students have expressed difficulty in this kind of questions. In addition, it has been found that the school managers have no sufficient level of knowledge about the structure and content of the math lesson curriculum. It has been found that students are aware that the subjects they learn in mathematics courses will work in their daily, school and future lives. However, students believe that the issues should be facilitated. Students have also expressed that the number and processes are most difficult in the subjects belonging to the learning field.

Keywords: