A tale of two curricula: A comparative investigation of the international baccalaureate diploma programme and the Turkish Ministry of National Education curriculum for high school mathematics

This research aims to provide a comparative analysis of the International Baccalaureate Diploma Programme and the Turkish Ministry of National Education high school mathematics curricula. It explores the convergences and divergences of both curricula concerning their educational philosophies, content, teaching and learning processes, and assessment practices. Data were derived from official curricular documents, with a line-by-line examination conducted through open coding techniques. The analysis included interpreting the collected data and examining text by organizing and categorizing codes, phrases, and sentences. By comparing these categories and finding the connections between them, the meaning of the text is concluded and understood. The results indicate that International Baccalaureate Diploma Programme and the Ministry of National Education curricula represent distinct yet comprehensive approaches to Mathematics education, each bringing to bear its unique philosophies, methods, and assessments. Despite their differences, they share a common goal of preparing students for a technologically advanced and globally interconnected 21st-century world, emphasising active learning, real-world applications, and the importance of diverse assessment strategies. This research study's findings may have implications for future curricular reforms and strategies, informing the development of theory-based models for curriculum design.