International Journal of Science and Mathematics Education

, Volume 8, Issue 1, pp 51-72

First online:


  • İsmet ŞahinAffiliated withDepartment of Educational Sciences, Faculty of Education, University of Kocaeli, Umuttepe Kampusu Email author 

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Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects. As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary mathematics was redeveloped taking into consideration constructivist theory of education. The purpose of this study is to assess the qualities of the 2004 mathematics curriculum using a goal-oriented curriculum evaluation model in which the intrinsic value of the curriculum is examined in terms of its qualities and success depending on teachers’ perspectives, as they are one of the most important elements of the teaching–learning situation. The results show that the qualities of the 2004 mathematics curriculum match the criteria of a constructivist curriculum as set out in the literature. Also, the level of performance expected from the teachers’ perspective as those who instruct in the curriculum is very high. The results point to the fact that the 2004 mathematics curriculum may be considered as a positive change even if there is room for improvement in all aspects.

Key words

constructivism curriculum reform in Turkey elementary mathematics mathematics curriculum