TÜRKİYE VE ALMANYA MATEMATİK DERSİ ÖĞRETİM PROGRAMLARININ GEOMETRİ ÖĞRENME ALANI BAĞLAMINDA KARŞILAŞTIRILMASI.

In this study, a comparison of the 5th and 6th grade school mathematics curriculum of Turkey and Germany in the context of geometry learning domain has been made, similarities and differences are revealed about the sub-learning domains, learning outcomes, implementation suggestions. This study, in which a qualitative research approach was adopted, is a cross-national comparative education study in terms of its subject and data collected by document analysis were analyzed by descriptive analysis. As a result of the comparisons made in the context of the geometry learning domain, it was seen that the Turkey program has more sub-learning domains, more detail, divided into two grade levels. In the Germany program, it was concluded that sub-learning domains were expressed more simply and generally. The outcomes in the Turkey program presented in more detail including examples of various activities; the outcomes in the Germany program were handled in a more general and unified manner under a single outcome, were decided the activities by teachers. Moreover, it was observed that in terms of processing skill expected from students, the Turkey program is more comprehensive than the Germany program. It was seen that the subjects were presented in relation to concrete models and real life situations as an implementation suggestion in the both countries. In addition, it was observed that the studies compared in terms of mathematics curriculum of Turkey and the other countries most focused on the elements of the program. [ABSTRACT FROM AUTHOR]