Comparative investigation of middle school mathematics programs between 1923-2022 in terms of program dimensions

In this research, it is aimed to comparatively examine middle school mathematics programs ranging from 1923 to 2022 in terms of program dimensions; A total of 12 middle school mathematics programs that were implemented in the Republican period in 1924, 1926, 1930, 1931, 1938, 1949, 1977, 1990, 1998, 2005, 2013 and 2018 were examined. In the analysis, historical model was used in the context of descriptive research, one of the qualitative research types. In the historical research, only document analysis, one of the qualitative methods, was included. In the research, the population was accepted as a sample and the study was continued in this way. Data of the study; The document analysis determined within the framework of the sample was obtained with the data collection technique. During the data collection process; Documents were accessed from the Archive and Documentation Library, Board of Education archives. The documents obtained and the data obtained were combined with the literature review and analyzed based on the descriptive content analysis method. According to the results of the research; It is the curriculum that covers the last 3 years of the 2005 mathematics curriculum in middle school mathematics programs that have been implemented since the proclamation of the Republic. In addition, it has a more comprehensive and descriptive feature in terms of goal, content, learning-teaching process, and measurement and evaluation dimensions. Applied before; It was observed that other courses were included in the mathematics programs of the years 1924, 1926, 1930, 1931, 1938 and 1949, since they were included in the curriculum, and the dimensions were not detailed. Since 1977, programs have been organized only according to the field of mathematics. Despite this, the mathematics programs of 1977, 1990, 1998, 2005, 2013 and 2018 have deficiencies in terms of program dimensions. It was concluded that even though the distribution of units and subjects of the mathematics programs implemented from 1923 to 2022 were changed, they were close to each other, and therefore more distinctive and detailed regulations should be made. In this context, suggestions are included in order to shed light on teachers, teacher candidates, students and other researchers. It has been stated that guidelines and in-service training can be provided for teachers and teacher candidates, and that interim arrangements made in mathematics programs can also be evaluated for researchers.