İlkokul Matematik Dersi Öğretim Programı Kazanımlarının TIMSS-2019 Değerlendirme Çerçevesine Göre Analizi

Abstract

The aim of this study is to analyze learning outcomes of 2018 Turkish primary school mathematics curriculum in terms of their grade level and content domains based on cognitive qualifications of TIMSS-2019 assessment framework. As a qualitative research design this is a case study design that uses document analysis as document collection tool. In order to classify the learning outcomes descriptive analysis is used as a qualitative data analysis technique. Considering their content domains and grade levels, the cognitive requirements of 229 phrases from first to the fourth grades are analyzed. According to the findings, of all learning outcomes about 58% are in knowing, 32% are in applying, and 10% are in reasoning domains. Comparing the grade levels, while the number of learning outcomes of knowing cognitive domain reduces from 1st through 4th, learning outcomes of reasoning cognitive domain raises from 1st through fourth which is affirmative. Results are discussed in the light of findings, and some suggestions are given.