The purpose of this paper is to discuss the current reform in the Turkish MathematicsEducation at the elementary level by summarizing the types of program development models andchanges involved in the current reform. There are three models of program development; subjectcentred, learner centred, and problem centred. In terms of content, the Turkish elementarymathematics curricula seem to adopt more of a subject centred curricula although the claim was alearner centred one. In terms of methods, however, learning is more emphasized than teaching.Conceptual understanding is given more importance rather than rote memorization of facts and rules.Besides knowledge, skills and attitudes are also embedded in the content. In sum, more constructivistpedagogies are adopted.
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Cem Babadoğan (2006) studied this question.