Teachers' Reflections on the Implementation of the New Elementary School Mathematics Curriculum in Turkey

Abstract

This study examines Turkish mathematics teachers' reflections on the implementation of the new elementary mathematics curriculum for grades 6-8 in a pilot school. For this aim, three mathematics teachers during the fall semester of 2007 were regularly observed in their classrooms and then interviewed at the end. The data collected from the interviews and observations revealed that teachers were in favor of the new mathematics curriculum; however, they mentioned a lack of initial training and asked for an ongoing in-service training at the school level. They also claimed some problems encountered in practice: (1) impediments to carry out activities in the class (2) a lack of sufficient knowledge on using alternative assessments, (3) a lack of parental support and involvement, and (4) interferences caused by national norm-referenced tests.