The purpose of the study is to evaluate the 7th grade middle school mathematics curriculum according to teachers' perceptions with an evaluation model based on the elements of the curriculum. Mixed method was used in this study. An explanatory sequential design was employed to complement the quantitative data with qualitative insights. The study population for the quantitative dimension of the study consisted of 690 mathematics teachers working in Balıkesir during the 2024-2025 academic year, and the sample consisted of 105 teachers working in central districts of Balıkesir through random sampling. The study group for the qualitative dimension of the study consisted of 8 mathematics teachers selected using criterion and convenience sampling methods. This study used the "Curriculum Evaluation Scale" to obtain quantitative data, whereas qualitative insights were acquired from semi-structured interviews. In analyzing quantitative data, the arithmetic mean of teachers' perceptions was calculated. The significance of differences gender, age, educational status, years of experience was examined using independent samples t-tests and one-way analysis of variance. Qualitative data were analyzed using content analysis. The study found that teachers' perceptions on the curriculum's objectives, content, measurement and evaluation elements did not differ significantly based on gender, but their views on the teaching-learning situation were significantly affected. Female teachers were found to have more positive perceptions of the curriculum's teaching-learning elements based on gender. A combined analysis of the mixed-methods data highlighted that the teachers generally expressed positive perceptions about the curriculum.
BAYDOĞDU et al. (Fri,) studied this question.
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