Evaluation of primary school fourth grade mathematics curriculum

The adequacy of an educational program can be determined by identifying the positive and negative views of teachers and students, who are stakeholders in the programs, based on the situations they experience during the implementation of the program. The main aim of the research is to descriptively evaluate the 4th-grade primary school mathematics curriculum based on the opinions of teachers and students regarding the program. In this context, the purpose of the study is to evaluate the 4th-grade primary school mathematics curriculum according to CIPP evaluation model. In this study, an explanatory sequential mixed-methods approach was adopted. This was done using semi-structured teacher and student interview forms, learning diaries where students evaluated their own learning processes, observation forms for observing the learning process, and an examination of the textbook distributed by the Ministry of National Education (MEB). Quantitative data were collected through monitoring tests administered to 343 fourth-grade students at the end of each unit. The research involved interviews with 24 classroom teachers and 29 students studying at a state school in Istanbul Beylikdüzü. Content analysis was used to interpret the qualitative data obtained from the qualitative data collection tools. The research concluded that the 4th-grade mathematics curriculum should improve students' problem-solving skills, be applicable in daily life and be enthusiastic about mathematics. It also found that teachers generally prefer the direct exposition method during the teaching process and that they perceive the program's duration as short and the textbooks as insufficient. Keywords: primary school 4th grade mathematics curriculum, program evaluation, mathematics education, CIPP evaluation model