Qualitative analysis explores perceptions of the 2018 7th grade curriculum among elementary mathematics teachers, highlighting challenges and proposed improvements.
This study investigates the perceptions and experiences of Elementary Mathematics Teachers (EMTs) regarding the 2018 update to the 7th grade mathematics curriculum (7-MC). Using a qualitative, phenomenological approach, the study involved 24 EMTs with master's and/or doctoral degrees in mathematics education and/or curriculum and instruction. Data were gathered via semi-structured interviews with EMTs in middle schools in Afyonkarahisar, Türkiye and underwent content analysis alongside the 2018 7-MC analysis. The findings suggest that, although the 7-MC objectives are structurally sound, they lack pedagogical depth. While the content of the 7-MC is adequate, it also presents certain limitations, highlighting a discrepancy between curriculum ideals and the teaching and learning process in the classroom. There is a divergence between curriculum expectations and assessment practices. The lesson planning process incorporates ready-made plans that are tailored to students' levels, and teaching approaches are influenced by context. Instructional materials present both opportunities and constraints. EMTs face three main challenges when implementing the 7-MC: duration, content and learners. EMTs have proposed various actions to bridge the gap between the 7-MC and classroom reality. These include adjusting class duration, modifying 7-MC objectives, redesigning content and advocating for greater pedagogical freedom.
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Uyar et al. (2026) studied this question.
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