Evaluation of the 9th Grade Mathematics Curriculum According to Eisner’s Expertise-Based Evaluation Model

The aim of this study is to evaluate the 9th-grade mathematics curriculum developed within the framework of the 2024 Türkiye Century Education Model according to Eisner’s Educational Criticism Model. In line with the purpose of the study, the phenomenon under investigation was examined in depth and within its real-life context. In this context, the study was conducted using a case study methodology. As for the pattern, a nested singleton pattern has been used. Since data were collected from two different units of analysis within a single case, an embedded single-case design was employed. The study group consisted of 20 mathematics teachers and 10 mathematics education experts selected through criterion sampling. Data were collected using semi-structured interview forms developed separately for teachers and experts by the researchers. The data were analyzed using content analysis. The findings revealed that both teachers and experts perceived the 9th-grade mathematics curriculum as being grounded in a contemporary, student-centered, and constructivist educational perspective. The curriculum’s emphasis on fostering mathematical literacy, problem-solving, reasoning, and higher-order thinking skills was identified as one of its major strengths. However, several contextual factors, including students’ prior knowledge and readiness levels, differences among school types, large class sizes, limited instructional time, and the centralized examination system, were reported as challenges that may hinder the effective implementation of the curriculum.