Comparison of Türkiye and Norway secondary school mathematics cirriculum

In this study, the Secondary School Mathematics Curriculum implemented in the 5th -8th grades in Türkiye since the 2018-2019 academic year and the 8th-10th grades Mathematics Curriculum implemented in Norway have been compared in terms of content, achievements and educational status. This study, in which the secondary school mathematics curricula of Türkiye and Norway are examined and tried to reveal their similarities and differences, has been designed in the document analysis model, one of the qualitative research methods. When the Turkish Secondary School Mathematics Curriculum is compared with the Norwegian Secondary School Mathematics Curriculum, it is seen that the Turkish curriculum is more intense in terms of content, whereas the Norwegian curriculum is more diverse in terms of the variety of subjects. It is observed that the gains expected to be gained at the end of the education-teaching process are similar to the Norwegian education system in terms of quantity and quality. In the Norwegian education system, it is observed that the expected achievements of the students at the end of the mathematics curriculum have a more general and simple structure, but the target number of achievements as a result of the implementation of the curriculum training in the Turkish education system is quite high and detailed. From this point of view, it can be said that the Turkish Secondary School Mathematics Curriculum can help the teacher in terms of guiding the teaching of the subjects, while the Norwegian Secondary School Mathematics Curriculum leaves the teacher a more flexible program and individual application area. In the mathematics curriculum implemented in the Norwegian education system, it is observed that the achievements for students to reconcile mathematics with life are more clearly targeted. For example, while budget planning, control and explanation are included in the mathematics curriculum within the Norwegian education system, it is observed that this is not the case in the Turkish education system. Keywords: Comparative Education, Türkiye, Norway, Secondary School, Mathematics Curriculum