Examination of 2024 Primary School Mathematics Course Curriculum Data Based Research and Probability

Abstract

Methodology

With the developing science and technology, changes and innovations are made in the education system in time according to the scientific, social and common needs. One of the most important elements of the education system is the curriculums. The changes and innovations made in the education system are reflected in the curriculums. According to the Turkish Century Education System Model, one of the reasons for renewing the curriculums is that the knowledge, skill, attitude, trend, and values, expected in the 21st Century are reflected in the learning outputs and the students can use in different fields of daily lives. With this respect, in the scope of this model, it is thought that it would support a lot of skills such as the prediction, problem solving, reasoning, critical thinking, creativity, empathy, analytical thinking, self-knowledge, self-regulation, communication, cooperation, justice, respect, hard-working, literacy skills, the data-based decision skill of the students.

In this research, document analysis, of the qualitative research methods, is used. The document of the research consists of the 2024 primary school mathematic course curriculum (grades 1, 2, 3, and 4), approved by the Ministry of National Education. Descriptive analysis technique was used in the data analysis process. The categories [social-emotional learning skills, literacy skills, values], stated in the curriculums for the themes data-based research and probability of events and data based research are taken as the base in the data analysis process. The data obtained are presented via tables, together with their frequencies, in the findings part and direct citations were included for defining the findings in more detail.

According to the Turkish Century Education System Model, the subjects, that reflect the skill and knowledge integrity better are kept at the forefront than content structure, characterized as learning areas in the thematic structure of curriculums. One of these curriculums are the themes “data based research” and “research based on the probability of events and data”, included in the primary school mathematic course curriculums. Even though changes are made in the names, grade levels and contents of these themes in time and conditions, their common purpose is that the students can interpret the research results correctly, decide based on data, reason statistically, gain problem solving skills, determine the possible situations belonging to an event in daily life. Hence, the importance of students’ statistical reasoning related with data and probability and dealing with uncertainties belonging to possible situations is emphasized in international reports such as TIMSS. With this respect, the necessity of adopting a program based on skill emerges one more time when gaining notional knowledge, rather than transactional knowledge, and when accessing information. Therefore, studies that would reveal the changes in the curriculums made in the scope of Turkish Century Education System Model are needed. In this context, the aim of this research it is examinate the 2024 primary school mathematics course curriculum data based research and probability of the events and data based research themes with respect to skills and values at primary school grade 1-4 levels.

Findings

If data-based research the themes and probability of events and data based research are evaluated with respect to the trends, in the learning-teaching experiences “game loving, focusing, being systematic” trends are included in the grade 1, “curiosity, focusing, being systematic” in the grade 2, “curiosity, game loving, focusing, being systematic” in the grade 3, and “curiosity, focusing, being systematic” in the grade 4 once each. Evaluating these themes with respect to socio-emotional learning skills, in the learning-teaching experiences, the “communication skill” was included 10 times and “cooperation skill, responsibly decision making skill” once each in the grade 1. In addition to this, in the socio-emotional learning skills, “communication skill” is included 10 times, “cooperation skill, adaptation skill, responsibly decision making skill” once in the grade 2, “communication skill” nine times, “self-regulation, adapting to self, cooperation skill, adaptation skill, responsibly decision making skill” once in the grade 3. The “communication skill” is included 11 times, “cooperation skill” two times and “self-regulation, adapting to self ” skill once each in the grade 4. Considering the same themes with respect to the literacy skills, in the learning-teaching experiences, while “digital literacy” skill is included in the primary school grade 1-4 levels, it is seen that “visual literacy” skill is included only in the grade 4. Again evaluating the same themes with respect to values, in the learning-teaching experi-

Yıldız Journal of Educational Research, Vol. 11, Issue. 1, pp. 57–68, June, 2026

ences, “hard-working is included twice, the values “family integrity, helpfulness once each in the grade 1. In addition to this, with respect to values, “hard-working” value is included three times in the grade 2 and twice in the grade 3. “Hard-working” value is included twice and “respect” value once in the grade 4.

Discussions, Conclusions, And Recommendations

As a result of the research it was found out that, in the learning-teaching experiences of 2024 primary school mathematics course curriculum data based research and probability of the events and data based research themes,

“curiosity, love of game, focusing, being systematic” tendencies, of the social-emotional learning skills, at most “communication skill”, of the literacy skills “digital literacy, visual literacy” skills and “family wholeness, hardworking, respect, helpfulness” values are set into work. According to the conclusions of the research, in the works for updating the next curriculum, in the data based research and probability of events and data based research themes, the trends such as “empathy, critical thinking, self-confidence, analytical thinking, game loving”, values such as “justice, responsibility, helpfulness, saving”, skills such as “information literacy, financial literacy”, social-emotional learning skills like “social awareness, self-regulation, responsibly decision making” can be included.

Share and Cite