Elementary mathematics teachers’ perceptions and lived experiences regarding the 2018 revision of the 7th grade mathematics curriculum
Year: 2026
Type: article
Abstract: 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.
Authors: Derya Uyar, Koray Kasapoğlu
Institution: Afyon Kocatepe University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7155159509