Examination of middle school mathematics teaching programs in terms of mathematical communication skills

The aim of the research is to examine the middle school mathematics curriculum in terms of mathematical communication skills.In this context, the purpose, content, learning-teaching process and measurement-evaluation dimensions of secondary school mathematics curriculum were examined in terms of mathematical communication skills.In the study, middle school mathematics lesson learning outcomes are data sources for the purpose dimension, the learning areas specified in the program to the content dimension of the program, the learning activities in the mathematics textbook to the learning-teaching process dimension, and the unit evaluation questions in the textbooks to the measurement and evaluation dimension. The study was carried out with document analysis, which is one of the qualitative research methods, and a rubric was developed by the researcher to examine the level of mathematical communication skills in all dimensions of the program.As a result of the analysis of the data, it is seen that the middle school mathematics curriculum is insufficient in terms of mathematical communication skills. In the context of these results, the need to reorganize and develop secondary school mathematics curriculum in terms of mathematical communication skills arises.