'An examination of middle school mathematics teachers' views on the content and implementability of the 2024 mathematics curriculum

The purpose of this study is to evaluate the applicability of the curriculum published under the title "Century of Türkiye Education Model" (Türkiye Yüzyılı Maarif Modeli), which was implemented in 2024, based on the opinions of 5th-grade mathematics teachers. The study employed a qualitative research design, and data were collected through a semi-structured interview form developed by the researcher within the framework of the curriculum content. The study group consisted of 13 mathematics teachers working in public schools affiliated with the Ministry of National Education in the central district of Siirt province, who voluntarily participated in the research. The interviews conducted with the teachers were audio-recorded, transcribed, and analyzed by identifying relevant themes. The findings revealed that teachers considered the curriculum content to be heavy, complex, and not suitable for the students' grade level. They also emphasized imbalances in the sequencing and distribution of topics. It was determined that due to the limitations of time and materials, skill-based practices were restricted, hindering the development of targeted competencies. Furthermore, the imbalance between duration and content, crowded classrooms, lack of instructional materials, and inadequacy of in-service training were reported as factors that made implementation difficult. Teachers expressed differing views regarding the complete or partial applicability of assessment and evaluation processes. Nevertheless, they stated that the curriculum fosters students' interest in mathematics, connects learning to real-life contexts, and is likely to yield long-term benefits. As a result, it was concluded that the recent curriculum reform has produced generally positive outcomes; however, existing deficiencies need to be addressed to ensure its full and effective implementation. Keywords: Instructional model, Maarif model, mathematics, teacher opinions, 2024 curriculum