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The aim of this study is to determine the primary school teachers' views related to the new Turkish primary school mathematics curriculum which was put into practice in the 2005-2006 academic years. A questionnaire developed by the researchers, consists of open ended and closed items, was applied to 60 primary school teachers selected randomly from among classroom teachers in Trabzon, one of the cities in the west Karadeniz Regions of Turkey. Data were analyzed using descriptive analysis technique. The results of this study show that in-service training seminars administered about the new mathematics curriculum were insufficient in terms of their duration, organizations, model activities, and did not provide teachers with sufficient experiences about the new curriculum. It is found that teachers have been aware of distinguishing the new and old mathematics curriculum sufficiently but, teachers have needed knowledge and skills of developing teaching material and implementing student-centered instruction and using alternative assessment methods.(Contains 4 tables.)

In the study Cabri was used for teaching geometry at 4th grade. To investigate students' geometry level, a semi-experimental method was used. In the test group, geometry subjects are taught using Cabri. A multiple choice test was used to collect data as pre and post test. Answers were assigned as 1 to correct, 0 to wrong answers. Data were analyzed using SPSS. It is found that teaching geometry at 4th grade with Cabri has no mean affect on the students learning on information level compared with the traditional education but it is determined that there is a meaningful difference between the other levels. (Contains 4 tables).