Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2021, Cilt: 6 Sayı: 2, 82 - 92, 01.04.2021
https://doi.org/10.24331/ijere.824752

Öz

Kaynakça

  • Berkant, H. G., & İncecik, A. (2018). Ortaokul matematik dersi beşinci sınıf öğretim programının öğretmenlerin görüşlerine göre değerlendirilmesi. International Journal of Education Technology and Scientific Researches,3(6), 99-125.
  • Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London: Sage Publications.
  • Bolat Soycan, S. (2006). 2005 yılı ilköğretim 5. sınıf matematik programının değerlendirilmesi. Yüksek Lisans Tezi, Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa.
  • Checkley, K. (2006). The essentials of mathematics K-6: Effective curriculum, ınstruction and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca, & R. Brandt, 21st century skills: Rethinking how students learn içinde (s. 51-76). Indiana: Solution Tree.
  • Ekici, G., Abide, Ö. F., Canbolat, Y., & Öztürk, A. (2017). 21. yüzyıl becerilerine ait veri kaynaklarının analizi. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1).
  • Framework for 21st Century Learning, http://www.battelleforkids.org/networks/p21/frameworks-resources, Erişim Tarihi: 25-06-2019
  • Goldsmith, T. L., & Mark, J. (1999). What is a standarts-based mathematics curriculum. Educational Leadership, 57(3), 40-44.
  • İzci, E., & Göktaş, Ö. (2014). Matematik öğretmenlerinin 5. sınıf matematik dersi öğretim programına ilişkin görüşleri. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41, 317-328.
  • Milli Eğitim Bakanlığı (MEB), 2018. Matematik dersi öğretim programı. Ankara
  • Organisation for Economic Co-operation and Development. (OECD). (2009). 21 st century skills and competences for new millennium learners in OECD countries. Education Working Papers, 41.
  • Peretz, D. (2006). Enhancing reasoning attitudes of prospective elementary school math ematics teachers. Journal of Mathematics Teacher Education, 9(4), 381-400.
  • Rotherham, A. J., & Willingham, D. (2009). 21st century skills: The challenges ahead. Educational Leadership, 67(1), 16-21.
  • Silva, E. (2009). Measuring skills for 21st century learning. Phi Delta Kappa, 90(9), 630-634
  • Taşçı, Ö. (2004). İlköğretim II. kademe matematik programının değerlendirilmesi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Voogt, J., & Roblin, N. P. (2010). 21st century skills discussion paper. University of Twente.
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. doi:10.1080/00220272.2012.668938
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills

Yıl 2021, Cilt: 6 Sayı: 2, 82 - 92, 01.04.2021
https://doi.org/10.24331/ijere.824752

Öz

It is seen that due to the social, economic, political and technological developments in the 21st century, the required professional qualifications began to change and their future expectations began to differ. Various changes are expected in the education systems in line with these expectations and needs. In today's world, it is more important to be able to make sense of information, to use it, to distinguish what is important and unimportant information and to associate information with daily life rather than transferring information to students. Schools should emphasize on life skills rather than technical skills, so that individuals can adapt to changes. In this respect, various institutions tried to define the skills that individuals should have in the 21st century and these skills were also called 21st century skills. 21st century skills are one of the most important issues that today focus on those who direct education. The reason for this is that we need to determine nowadays what skills and knowledge the generations will have after 20 years. Although 21st century skills are defined differently by different institutions, we can say that the main skills mentioned are often the same. In this study, it is aimed to find out which skills the objectives of the fifth grade mathematics courses taught in Turkey are covered in terms of acquiring 21st century skills through the acquisitions and explanations determined by the Ministry of National Education. In this direction, qualitative research method was used in this study. Document analysis was used in data collection process and descriptive analysis was preferred for data analysis. At the end of the study, there was no data found regarding to “learning to learn”, “taking initiative and entrepreneurship”, “communication” and “productivity” skills in the objectives of the fifth grade mathematics curriculum. The findings showed that “problem solving”, “critical thinking”, “creativity”, “ICT literacy”, “social and cultural skills and citizenship” and “cooperation” skills were found but inadequate in the objectives of the fifth grade mathematics curriculum. In general, the fifth grade mathematics curriculum focuses on “mathematics competence” skill in the objectives.

Kaynakça

  • Berkant, H. G., & İncecik, A. (2018). Ortaokul matematik dersi beşinci sınıf öğretim programının öğretmenlerin görüşlerine göre değerlendirilmesi. International Journal of Education Technology and Scientific Researches,3(6), 99-125.
  • Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London: Sage Publications.
  • Bolat Soycan, S. (2006). 2005 yılı ilköğretim 5. sınıf matematik programının değerlendirilmesi. Yüksek Lisans Tezi, Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa.
  • Checkley, K. (2006). The essentials of mathematics K-6: Effective curriculum, ınstruction and assessment. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Dede, C. (2010). Comparing frameworks for 21st century skills. In J. Bellanca, & R. Brandt, 21st century skills: Rethinking how students learn içinde (s. 51-76). Indiana: Solution Tree.
  • Ekici, G., Abide, Ö. F., Canbolat, Y., & Öztürk, A. (2017). 21. yüzyıl becerilerine ait veri kaynaklarının analizi. Eğitim ve Öğretim Araştırmaları Dergisi, 6(1).
  • Framework for 21st Century Learning, http://www.battelleforkids.org/networks/p21/frameworks-resources, Erişim Tarihi: 25-06-2019
  • Goldsmith, T. L., & Mark, J. (1999). What is a standarts-based mathematics curriculum. Educational Leadership, 57(3), 40-44.
  • İzci, E., & Göktaş, Ö. (2014). Matematik öğretmenlerinin 5. sınıf matematik dersi öğretim programına ilişkin görüşleri. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41, 317-328.
  • Milli Eğitim Bakanlığı (MEB), 2018. Matematik dersi öğretim programı. Ankara
  • Organisation for Economic Co-operation and Development. (OECD). (2009). 21 st century skills and competences for new millennium learners in OECD countries. Education Working Papers, 41.
  • Peretz, D. (2006). Enhancing reasoning attitudes of prospective elementary school math ematics teachers. Journal of Mathematics Teacher Education, 9(4), 381-400.
  • Rotherham, A. J., & Willingham, D. (2009). 21st century skills: The challenges ahead. Educational Leadership, 67(1), 16-21.
  • Silva, E. (2009). Measuring skills for 21st century learning. Phi Delta Kappa, 90(9), 630-634
  • Taşçı, Ö. (2004). İlköğretim II. kademe matematik programının değerlendirilmesi. Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Voogt, J., & Roblin, N. P. (2010). 21st century skills discussion paper. University of Twente.
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299-321. doi:10.1080/00220272.2012.668938
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ömer Faruk Vural 0000-0002-1520-3762

Selma Vural Bu kişi benim 0000-0003-2053-132X

Yayımlanma Tarihi 1 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 6 Sayı: 2

Kaynak Göster

APA Vural, Ö. F., & Vural, S. (2021). An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills. International Journal of Educational Research Review, 6(2), 82-92. https://doi.org/10.24331/ijere.824752
AMA Vural ÖF, Vural S. An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills. IJERE. Nisan 2021;6(2):82-92. doi:10.24331/ijere.824752
Chicago Vural, Ömer Faruk, ve Selma Vural. “An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills”. International Journal of Educational Research Review 6, sy. 2 (Nisan 2021): 82-92. https://doi.org/10.24331/ijere.824752.
EndNote Vural ÖF, Vural S (01 Nisan 2021) An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills. International Journal of Educational Research Review 6 2 82–92.
IEEE Ö. F. Vural ve S. Vural, “An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills”, IJERE, c. 6, sy. 2, ss. 82–92, 2021, doi: 10.24331/ijere.824752.
ISNAD Vural, Ömer Faruk - Vural, Selma. “An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills”. International Journal of Educational Research Review 6/2 (Nisan 2021), 82-92. https://doi.org/10.24331/ijere.824752.
JAMA Vural ÖF, Vural S. An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills. IJERE. 2021;6:82–92.
MLA Vural, Ömer Faruk ve Selma Vural. “An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills”. International Journal of Educational Research Review, c. 6, sy. 2, 2021, ss. 82-92, doi:10.24331/ijere.824752.
Vancouver Vural ÖF, Vural S. An Examination of 5th Grade Mathematics Curriculum in Terms of 21st Century Skills. IJERE. 2021;6(2):82-9.

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