Comparison of Secondary School Mathematics Curriculums in Türkiye According to the Top-down and Bottom-up Approach

Abstract

This study aims to examine the mathematics curriculum of vocational education centers, secondary education, and science high schools, currently implemented at the secondary education level, in terms of various variables based on the top-down and bottom-up approach. The document review method, a qualitative research method, was employed, and criterion sampling was adopted as the sampling method. Data were obtained through comparisons made by evaluating the purposes, perspective, basic philosophy, general aims, number of acquisitions, and learning domains of the curricula. The ratios of the acquisitions in the curriculums related to real-life situations, scientists and their studies emphasized in the general aims of the curriculum and information and communication technologies to all acquisitions were also analyzed. Descriptive statistical methods, such as percentage and frequency, were used to reveal differences between the curricula. As a result of the research, it has been observed that there are similarities in the purposes, competencies, and general aims of the mathematics curriculum of all three curriculums within the framework of the curriculum in which the top-down bottom-up approach is aimed. Within the framework of the applied curriculum, it was concluded that the least association was in the mathematics curriculum of vocational education centers in the examination of the associations made with scientists and their studies, real-life, and information and communication technologies in all three curriculums. In this direction, suggestions have been made for the points that need to be developed in line with the purposes, perspectives, and associations with acquisitions of the curriculums.