Comparison of the mathematics curricula of Turkey and Canada in terms of domains of curriculum

This study aims to examine the comparison of the secondary school mathematics programs in Turkey and Canada, specifically in Ontario. This comparative analysis is based on the basic elements of curriculum; the achievements (objectives) were made in the context of content, teaching situations and assessment. Education is not independent from the sociological structures of the countries. As it can be understood from the curriculum studies conducted, immigrants constitute a significant part of the Canadian population. This social situation has also reflected on education, causing local factors to come to the foreground in education. In contrast, Turkey has a national education system. It has been observed that secondary education mathematics programs do not differ greatly between the two nations. At this point, the significant differences that emerge are the results obtained from the implementation of the teaching programs. In this context, the reason why Canada is preferred as a sample in this study is the positive results obtained in the PISA. According to the research, raising teacher qualifications and quality in Turkey and implementing technology to education is necessary in order to have similar scores. In addition, this study stands out in terms of completing the comparative education studies literature and enriching it.