A comparison betweenthe middle school mathematics curriculum"a case study of Turkey and Libya

The aim of this study, to find out similarities and differences Turkish and Libyan mathematics curriculums, by comparing in terms of contents, philosophy of education measurement and evaluating situations.In the study, Turkish and Libyan seventh, eighth and nineth class mathematics teaching curriculums were examined comparatively. In the study, information obtained from domestic and foreign literature searches and textbooks and instructional programs of the education ministries of the countries studied were utilized. The data were obtained from related sources through document analysis. Research-related aspects of the education systems of the countries and findings related to the contents of primary education mathematics curriculums were compared in the form of tables. Unlike Libyan, Turkish curriculums has stated that should focus on the social and cultural differences. Methods of teaching and learning programs in Turkey are set out in a clear manner and the use of active methods of the learners is indicated. There is no clear strategy in Libya. It emphasized the importance of the use of different assessment tools program in Turkey but it was seen that there is not clear understanding and strategy, in Libya. Turkey also issues related to the program in Algebra and Data Processing while being given previously in Libya Numbers and Accounts with geometry and information is given in the early grades issues related to measurement.