2024 Ortaokul Matematik Dersi Öğretim Programı Öğrenme Çıktılarının SOLO Taksonomi Düzeyleri ve Süreç Standartlarına Göre Değerlendirilmesi.

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Bibliographic Details
Title:	2024 Ortaokul Matematik Dersi Öğretim Programı Öğrenme Çıktılarının SOLO Taksonomi Düzeyleri ve Süreç Standartlarına Göre Değerlendirilmesi.
Alternate Title:	Assessment of Learning Outcomes in the 2024 Secondary School Mathematics Curriculum According to SOLO Taxonomy Levels and Process Standards.
Authors:	Özcan, Nurcan¹ ssylg.nrcn@hotmail.com, Masal, Ercan²
Source:	Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi. ara2025, Vol. 27 Issue 4, p648-664. 17p.
Subject Terms:	Mathematics education, Secondary schools, Critical thinking, Content analysis, Analytical skills, Educational outcomes, Quality standards
Abstract (English):	This study was conducted to evaluate the learning outcomes included in the 2024 secondary school mathematics curriculum in terms of SOLO taxonomy levels and the process standards recommended by the National Mathematics Teachers Council. This qualitative study was designed as a document analysis, and data were collected using rubrics consisting of SOLO Taxonomy levels and process standards. The SOLO Taxonomy levels and process standards corresponding to the learning outcomes of the 2024 middle school mathematics curriculum were identified, and a descriptive analysis was conducted in two stages. The results revealed that the learning outcomes of the 2024 middle school mathematics course curriculum were not related to the pre-structural level of the SOLO Taxonomy but rather were related to four different structures in numerical order: unistructural, multi-structural, abstracted, and relational. Within the scope of process standards, it was observed that learning outcomes were evaluated in terms of numerical representation, problem-solving, communication, reasoning, and proof, as well as association standards. Additionally, it was noted that the representation forms of SOLO Taxonomy levels and process standards vary across different grade levels. Accordingly, it can be stated that as grade levels change, components of different levels come to the forefront. The research results indicate that the revised curriculum targets higher order thinking processes and the adoption of higher-level mathematical understanding. Further studies could be conducted to determine the extent to which students can achieve these higher-level learning outcomes that require advanced skills. [ABSTRACT FROM AUTHOR]
Abstract (Turkish):	Bu araştırma, 2024 ortaokul matematik dersi öğretim programında yer alan öğrenme çıktılarının SOLO Taksonomi düzeyleri ve Ulusal Matematik Öğretmenler Konseyi'nin önermiş olduğu süreç standartları kapsamında değerlendirilmesi amacıyla yapılmıştır. Nitel çalışma özelliği taşıyan araştırma, doküman analizi olarak planlanmış olup SOLO Taksonomi düzeyleri ve süreç standartlarından oluşan rubrikler aracılığı ile veriler toplanmıştır. 2024 ortaokul matematik dersi öğretim programında bulunan matematik dersi öğrenme çıktılarının karşılık geldiği SOLO Taksonomi düzeyleri ile süreç standartları belirlenerek iki aşamada betimsel analiz yapılmıştır. Çalışma sonunda 2024 ortaokul matematik dersi öğretim programı öğrenme çıktılarının SOLO Taksonomi düzeylerinden yapı öncesi düzey ile hiç ilişkilendirilmediği, sayısal olarak sırayla tek yönlü, çok yönlü, soyutlanmış ve ilişkisel olmak üzere dört farklı yapı ile ilişkilendirildiği tespit edilmiştir. Öğrenme çıktılarının süreç standartları kapsamında ise sayısal olarak sırayla temsil, problem çözme, iletişim, akıl yürütme ve ispat ve ilişkilendirme standartları ile değerlendirildiği görülmüştür. Bununla birlikte SOLO Taksonomi düzeylerinin ve süreç standartlarının farklı sınıf seviyelerinde temsil biçimlerinin değişiklik gösterdiği görülmüştür. Buna göre sınıf seviyeleri değiştikçe farklı düzeyde bileşenlerin öne çıktığı söylenebilir. Araştırma sonuçları yenilenen öğretim programı ile üst düzey düşünme süreçlerinin hedeflendiğini ve üst seviyede matematiksel anlayışın benimsendiğini göstermiştir. Bu üst seviye beceri gerektiren öğrenme çıktılarına öğrencilerin ne kadar ulaşabildiğine yönelik çalışmalar yapılması önerilebilir. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study was conducted to evaluate the learning outcomes included in the 2024 secondary school mathematics curriculum in terms of SOLO taxonomy levels and the process standards recommended by the National Mathematics Teachers Council. This qualitative study was designed as a document analysis, and data were collected using rubrics consisting of SOLO Taxonomy levels and process standards. The SOLO Taxonomy levels and process standards corresponding to the learning outcomes of the 2024 middle school mathematics curriculum were identified, and a descriptive analysis was conducted in two stages. The results revealed that the learning outcomes of the 2024 middle school mathematics course curriculum were not related to the pre-structural level of the SOLO Taxonomy but rather were related to four different structures in numerical order: unistructural, multi-structural, abstracted, and relational. Within the scope of process standards, it was observed that learning outcomes were evaluated in terms of numerical representation, problem-solving, communication, reasoning, and proof, as well as association standards. Additionally, it was noted that the representation forms of SOLO Taxonomy levels and process standards vary across different grade levels. Accordingly, it can be stated that as grade levels change, components of different levels come to the forefront. The research results indicate that the revised curriculum targets higher order thinking processes and the adoption of higher-level mathematical understanding. Further studies could be conducted to determine the extent to which students can achieve these higher-level learning outcomes that require advanced skills. [ABSTRACT FROM AUTHOR]
ISSN:	21487758
DOI:	10.17556/erziefd.1716076