A Comparison of the Mathematics Curriculums in Turkey and Germany in the Context of Algebra Learning Domain

Abstract

In this study, Turkey and German state of North Rhine-Westphalia mathematics curriculum have been examined in the context of the algebra learning area. The learning outcomes have been investigated similarities and differences of the in terms of quantity and quality; classified in terms of knowledge and cognitive process dimensions of the revised Bloom's taxonomy. This study, in which the qualitative research approach was adopted, was carried out with the descriptive screening. Document analysis technique has been used in the data collection process. As a result of the analysis, it is determined that the learning outcomes are similar in terms of knowledge dimension; difference in terms of cognitive process dimension. While it is seen that the outcomes in the Turkey curriculum are in the analyze step as the highest cognitive level; Germany curriculum also includes outcomes for higher level skills such as evaluate and create. Moreover, it is seen that the outcomes are mainly included in the procedural knowledge and apply step for both curriculums. Although it is seen that the outcomes in the Turkey curriculum are quantitatively higher than the outcomes in the Germany curriculum, it has been determined that the outcomes in terms of content are of a nature to cover each other. When the implementation suggestions were examined, it was seen that they were included in both curriculums in a detailed and rich way. On the other hand, when the distribution of the themes used in comparative education studies in the literature according to the countries was investigated, it was determined that the studies mostly focused on the elements of the curriculum (aim/goal, content, educational situations and testing situations). In the process of making sense of basic mathematical concepts and acquisition of high-level cognitive skills, teaching environments and programs can be designed by considering real life problems and process-based teaching models. On the other hand, since technology is a part of life, the education process can be integrated with digital games and/or stories, and programs and learning outcomes can be prepared in a way that includes teaching materials with digital content. In addition, different types of representation can be used in the mathematics teaching process and activities can be designed.