Assessment of the teachers' opinions of the attainments of geometry learning domain in 2015 math curriculum (1-4. grades)

The purpose of this dissertation is to investigate the opinions of elementary school teachers about the attainments of geometry learning domain in elementary math curriculum (1-4 grades). The study was designed by explanatory sequential mixed design which combines both quantitative and qualitative methods. The research universe of quantitative stage consisted of 896 elementary school teachers. 317 teachers participated in the sample of the study. As data collection tool, which consists of 21 items Mathematic Programs Evaluation Scale developed by Öksüz (2015) and adapted to geometry this study. The quantitative data was analyzed by using, the mean, frequency, percentage and standard deviation. In quantitative analysis also, one way variance analysis and independent samples t tests were employed. We also interviewed with 20 elementary school teachers in order to elaborate the findings derived from the quantitative data. They were performed using semi constructed forms. So, the results obtained from quantitative study were supported via qualitative research processes. The results revealed from these two research stages were present below: The results of this study indicated that there is no significant difference among the opinions of elementary school teachers in terms of gender and grade level that teachers taught students at that times. Teachers with 24 and upper service years tend to be more positive toward the attainments of geometry than those of 0-5 years, 6-11 years, and 12-17 years. Teachers with 18-23 years found to than those of 6-11 years. When it comes to variable 'examining curriculum', teachers examining the curriculum regard as more positive than those of teachers not examining it. For settlement area that schools are located, teachers studying at central city have a positive attitude toward the attainments of geometry at central town. Teachers at schools of low socio cultural and socio-economic status assessed more negative toward them than those of medium and good ones. Majority of teachers assessed the attainments of geometry as more positive, more suitable to students, more related to daily life, consistent, open and understood. While they stated positively 17 of 21 items of the questionnaire, they expressed as undecided for 4 items for all the grades, they note that cognitive, affective, psycho-motor skills and lesson hours for the attainments are suitable when teachers compare the attainments of geometry learning domain in 2009 curriculum with those of 2015 curriculum. Although teachers are satisfied with changes in curricula, some deficiencies are determined as result of the interviews performed. These may expressed in this way. there are available attainments which not having continuity, that constraining higher order thinking skills by simplifying the attainments, and that teachers can not apply sufficient methodological richness. Key words: 2015 Math curriculum (1-4 grades), Geometry learning attainments, Teachers opinions, Comparison, Investigation.