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A Comparison of Changes in the Upper Elementary School (grades 6-8) Geometry Learning Area After the Educational Reform in Turkey

A Comparison of Changes in the Upper Elementary School (grades 6-8) Geometry Learning Area After the Educational Reform in Turkey

Journal Name:

  • Mersin Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

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Abstract (2. Language): 
This paper aimed to present the changes in the upper elementary school (grades 6, 7, 8) geometry learning area in Turkey after the reform movement of 2004. The methodology of the study was descriptive and included content analysis in terms of objectives, geometry content, and time allocation in geometry before and after 2004. A general conclusion of the study was that changes in the Turkish geometry education at the upper elementary level have been mostly limited with the rhetoric after 2004. The most prominent change was that the notion of “drawing” was replaced by the notion of “constructing” in order to be consistent with the constructive approach of the post-reform mathematics program.
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Abstract (Original Language): 
Türkiye’deki eğitim reformu hareketinden sonra ilköğretim ikinci kademesi (6-8 sınıf) geometri öğrenme alanında olan deşikliklerin karşılaştırılması. Bu makale, 2004 reform hareketinden sonra ilköğretimin ikinci kademesindeki (6.,7. ve 8. sɪnɪflar) geometri müfredatɪnda olan değişiklikleri sunmayɪ amaç edinmiştir. Çalışma betimleyicidir ve 2004’ten önce ve sonra geometri alanɪ için tanɪmlanan amaçlarɪn, içeriğin ve müfredatta ayrɪlan zamanɪn içerik analizinden oluşmaktadır. Makalenin genel sonucu, 2004’ ten sonra geometri müfredatɪnda olan değişiklikler büyük ölçüde geometrinin içeriğinden çok nasɪl öğretileceğiyle alakalɪ olduğudur. En önemli değişiklik, müfredatɪn yapɪlandɪrmacɪ anlayɪşɪna uygun olarak, “çizme” ifadesinin “inşa etme” ile değiştirilmesidir.
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