İlkokul matematik dersi 2024 yılı öğretim programının CIPP modeline göre değerlendirilmesi

Abstract

Updating educational curricula is important for responding to changing societal needs and scientific and technological developments. In this context, the Primary School Mathematics Curriculum updated in 2024 focuses not only on knowledge transmission but also on the development of students’ skills and values. This study aims to evaluate the curriculum based on primary school teachers’ views within the framework of the CIPP model (Context, Input, Process, and Product). The study employed a holistic single-case design, one of the qualitative research designs. The study group consisted of 20 primary school teachers working in Kırşehir during the 2025–2026 academic year. Data were collected through a semi-structured interview form structured according to the four dimensions of the CIPP model and analyzed using deductive content analysis. According to the findings, teachers stated that, in terms of the context dimension, the curriculum was compatible with the current student profile, societal needs, and the requirements of the contemporary era. Regarding the input dimension, the lack of materials, the need for teacher training, and insufficient instructional time emerged as major concerns. In the process dimension, although the curriculum was generally considered appropriate, some topics were found to be complex, activities were viewed as insufficiently practice-oriented, and difficulties were reported in measuring some learning outcomes. In the product dimension, the curriculum was considered supportive of students’ problem-solving and reasoning skills in particular; however, assessment and evaluation practices were not found to be fully aligned with the curriculum objectives. In conclusion, the 2024 Primary School Mathematics Curriculum for Grades 1 and 2 was found to be adequate in the context and product dimensions, partially adequate in the process dimension, and inadequate in the input dimension. To enhance the effective implementation of the curriculum, it is recommended that teacher training be increased, material support be provided, instructional time be reconsidered, and assessment and evaluation tools aligned with the curriculum objectives be developed.