Comparison of Secondary School Mathematics Curricula in terms of Statistics Learning Domain

Gökay Açıkyıldız; Kübra Nur Şahin

Article Details

Comparison of Secondary School Mathematics Curricula in terms of Statistics Learning Domain

Authors:

Gökay Açıkyıldız | Kübra Nur Şahin

Publisher:

Dokuz Eylul University

Main Topics:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1940-1967

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340350

pISSN:

1308-8971

Keywords:

Abstract:

 This study aims to compare the statistics learning domain in the 2018 and 2024 secondary school mathematics curricula implemented in Turkey, focusing on the components of statistical literacy statistical process, reasoning, knowledge of basic concepts, and context. Using the document analysis method, the objectives of the 2018 and 2024 curricula published by the Ministry of National Education MoNE were matched with statistical literacy indicators, and frequency-percentage distributions were examined by grade level. The findings reveal that the 2024 curriculum addresses statistical literacy in a more comprehensive and balanced manner. While the 2018 curriculum emphasized the statistical process, the 2024 curriculum increased the focus on context and reasoning components, though the emphasis on knowledge of basic concepts remained limited. The strengthened context-based approach holds potential for supporting students in relating statistical skills to real-life situations. However, the reduced emphasis on the statistical process may lead to gaps in developing technical skills. The study recommends teacher training, integration of context and process components, and the use of digital tools for effective implementation of the 2024 curriculum. Additionally, it suggests conducting comparative research with international curricula and classroom application studies.

 This study aims to compare the statistics learning domain in the 2018 and 2024 secondary school mathematics curricula implemented in Turkey, focusing on the components of statistical literacy statistical process, reasoning, knowledge of basic concepts, and context. Using the document analysis method, the objectives of the 2018 and 2024 curricula published by the Ministry of National Education MoNE were matched with statistical literacy indicators, and frequency-percentage distributions were examined by grade level. The findings reveal that the 2024 curriculum addresses statistical literacy in a more comprehensive and balanced manner. While the 2018 curriculum emphasized the statistical process, the 2024 curriculum increased the focus on context and reasoning components, though the emphasis on knowledge of basic concepts remained limited. The strengthened context-based approach holds potential for supporting students in relating statistical skills to real-life situations. However, the reduced emphasis on the statistical process may lead to gaps in developing technical skills. The study recommends teacher training, integration of context and process components, and the use of digital tools for effective implementation of the 2024 curriculum. Additionally, it suggests conducting comparative research with international curricula and classroom application studies.

 This study aims to compare the statistics learning domain in the 2018 and 2024 secondary school mathematics curricula implemented in Turkey, focusing on the components of statistical literacy statistical process, reasoning, knowledge of basic concepts, and context. Using the document analysis method, the objectives of the 2018 and 2024 curricula published by the Ministry of National Education MoNE were matched with statistical literacy indicators, and frequency-percentage distributions were examined by grade level. The findings reveal that the 2024 curriculum addresses statistical literacy in a more comprehensive and balanced manner. While the 2018 curriculum emphasized the statistical process, the 2024 curriculum increased the focus on context and reasoning components, though the emphasis on knowledge of basic concepts remained limited. The strengthened context-based approach holds potential for supporting students in relating statistical skills to real-life situations. However, the reduced emphasis on the statistical process may lead to gaps in developing technical skills. The study recommends teacher training, integration of context and process components, and the use of digital tools for effective implementation of the 2024 curriculum. Additionally, it suggests conducting comparative research with international curricula and classroom application studies.

 Bu çalışma, Türkiyede 2018 ve 2024 yıllarında uygulamaya konulan ortaokul matematik dersi öğretim programlarının istatistik öğrenme alanını, istatistik okuryazarlığı bileşenleri istatistiksel süreç, muhakeme, temel kavramların bilinmesi ve bağlam açısından karşılaştırmayı amaçlamaktadır. Araştırmada doküman analizi yöntemi kullanılarak MEB tarafından yayımlanan 2018 ve 2024 programlarının programın kazanımları, istatistik okuryazarlığı göstergeleriyle eşleştirilmiş ve sınıf düzeylerine göre frekans-yüzde dağılımları incelenmiştir. Bulgular, 2024 programının istatistik okuryazarlığını daha kapsamlı ve dengeli bir şekilde ele aldığını göstermektedir. 2018 programında istatistiksel sürece ağırlık verilirken, 2024 programında bağlam ve muhakeme bileşenlerinin payı artmış, temel kavramların bilinmesi ise sınırlı kalmıştır. Özellikle bağlam temelli yaklaşımın güçlendirilmesi, öğrencilerin istatistiksel becerilerini gerçek yaşamla ilişkilendirmelerini destekleme potansiyeli taşımaktadır. Ancak istatistiksel süreçteki azalma, teknik becerilerin gelişiminde eksikliklere yol açabilir. Çalışma, 2024 programının uygulanmasında öğretmen eğitimi, bağlam ve süreç bileşenlerinin entegrasyonu ile dijital araçların kullanımını ve önermektedir. Ayrıca, uluslararası müfredatlarla karşılaştırmalı araştırmalar ve sınıf içi uygulama çalışmalarının yapılması önerilmektedir.

Article Details

Comparison of Secondary School Mathematics Curricula in terms of Statistics Learning Domain

Authors:

Gökay Açıkyıldız | Kübra Nur Şahin

Publisher:

Dokuz Eylul University

Main Topics:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1940-1967

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340350

pISSN:

1308-8971

Statistical literacy

Curricula

Document analysis.İstatistik okuryazarlığı

Öğretim Programları

Doküman Analizi.

Issues

Article Details

Comparison of Secondary School Mathematics Curricula in terms of Statistics Learning Domain

Authors: Gökay Açıkyıldız | Kübra Nur Şahin

Publisher: Dokuz Eylul University

Main Topics: Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Journal: Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1940-1967

Document Type: Article

Publication Date: 4/2025

Document Language: Turkish

Document ID (Org No.): 2001340350

pISSN: 1308-8971

Statistical literacy

Curricula

Document analysis.İstatistik okuryazarlığı

Öğretim Programları

Doküman Analizi.

Issues

Authors:

Gökay Açıkyıldız | Kübra Nur Şahin

Publisher:

Dokuz Eylul University

Main Topics:

Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi | İşletme ve Yönetim Hariç)

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 1, pp.1940-1967

Document Type:

Article

Publication Date:

4/2025

Document Language:

Turkish

Document ID (Org No.):

2001340350

pISSN:

1308-8971