Evaluation of Primary School Mathematics Curricula of Northern and Southern Cyprus for NCTM Principles and Standards

Abstract

Although the basic knowledge and skills that each generation must acquire vary by country, such knowledge and skills are somewhat standardized depending on the requirements of the modern era. As one of the basic parts of education, curricula are essential in that they include the knowledge, communication and technological developments required by the age. The objective of this study is to analyze the primary school 3rd grade mathematics education curricula in Northern and Southern Cyprus in line with NCTM (National Council of Teacher of Mathematics) principles and standards and to evaluate them according to teachers' opinions. In the research, document analysis and the interview technique, which are both qualitative analysis methods, were used. As a result of the study, it has been observed that the 3rd grade mathematics curricula in Northern and Southern Cyprus have similarities and differences in line with NCTM principles and standards. As a result of this comparison, it has been found that there are differences in NCTM principles in terms of equity, learning and assessment-evaluation. It has also been determined that in terms of standards, there are differences in geometry, measuring and data analysis-probability of the ‘content’ element, as well as in the notation and expression of the ‘process’ element. In addition, although the opinions of the teachers were analyzed and a common view was put forward with regard to several topics, it was concluded that there were differences of opinion regarding 'which course content should be used in mathematics lessons' and 'whether the mathematics curriculum should be changed or whether it is satisfactory’.