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Adaptation of Curriculum by Classroom Teachers: A Case Study of Mathematics Curriculum

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Title: Adaptation of Curriculum by Classroom Teachers: A Case Study of Mathematics Curriculum
Language: English
Authors: Berkay Kiliç (ORCID 0000-0001-5839-336X), Dilsat Peker Ünal (ORCID 0000-0002-1370-4950)
Source: International Journal of Curriculum and Instructional Studies. 2025 15(2):183-210.
Availability: Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: https://dergipark.org.tr/en/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Case Studies, Mathematics Curriculum, Curriculum Development, Curriculum Evaluation, Elementary School Teachers, Educational Planning, National Curriculum, Lesson Plans, Adjustment (to Environment), Course Objectives, Course Content, Learning Experience, Evaluation Methods, Alignment (Education)
Geographic Terms: Turkey
ISSN: 2146-3638
2619-9068
Abstract: The purpose of this study is to investigate the adaptation of the national primary school mathematics curriculum through the lesson plans designed and their implementations in class by classroom teachers and the factors affecting these adaptation processes. To achieve this purpose, a case study design was used. Using the maximum variation sampling method, data were collected from 12 classroom teachers in the central district of a city located in Türkiye's Central Anatolia Region. The data sources consisted of semi-structured interviews, lesson plans, weekly schedules, daily practice evaluation forms, teaching materials, lecture notes, student assignments, worksheets, activities, and supplementary resources. The thematic content analysis approach was used to analyze the data. The findings showed that teachers did not strictly adhere to the official curriculum; instead, they adapted it at a modest level. Their adaptations included extending content, omitting surface-level material, and replacing or revising content elements. Teachers´ adaptations of the curriculum were primarily affected by teacher-related factors, followed by student-, school-, parent-, and curriculum-related considerations. [This article includes an extended summary in Turkish.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494364
Database: ERIC
FullText Text:
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  Data: Adaptation of Curriculum by Classroom Teachers: A Case Study of Mathematics Curriculum
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  Data: <searchLink fieldCode="AR" term="%22Berkay+Kiliç%22">Berkay Kiliç</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5839-336X">0000-0001-5839-336X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dilsat+Peker+Ünal%22">Dilsat Peker Ünal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1370-4950">0000-0002-1370-4950</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Curriculum+and+Instructional+Studies%22"><i>International Journal of Curriculum and Instructional Studies</i></searchLink>. 2025 15(2):183-210.
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  Data: Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: https://dergipark.org.tr/en/
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  Data: 28
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– Name: Abstract
  Label: Abstract
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  Data: The purpose of this study is to investigate the adaptation of the national primary school mathematics curriculum through the lesson plans designed and their implementations in class by classroom teachers and the factors affecting these adaptation processes. To achieve this purpose, a case study design was used. Using the maximum variation sampling method, data were collected from 12 classroom teachers in the central district of a city located in Türkiye's Central Anatolia Region. The data sources consisted of semi-structured interviews, lesson plans, weekly schedules, daily practice evaluation forms, teaching materials, lecture notes, student assignments, worksheets, activities, and supplementary resources. The thematic content analysis approach was used to analyze the data. The findings showed that teachers did not strictly adhere to the official curriculum; instead, they adapted it at a modest level. Their adaptations included extending content, omitting surface-level material, and replacing or revising content elements. Teachers´ adaptations of the curriculum were primarily affected by teacher-related factors, followed by student-, school-, parent-, and curriculum-related considerations. [This article includes an extended summary in Turkish.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 183
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Mathematics Curriculum
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Curriculum Evaluation
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Lesson Plans
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Course Objectives
        Type: general
      – SubjectFull: Course Content
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      – SubjectFull: Learning Experience
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Adaptation of Curriculum by Classroom Teachers: A Case Study of Mathematics Curriculum
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            NameFull: Berkay Kiliç
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            NameFull: Dilsat Peker Ünal
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