Comparison of high school instruction programs updated in 1998, 2010-2011, 2013 and 2018 in the context of geometry content

In this thesis, updated high school instructional programs in context of geometry content between the years of 1998, 2010, 2013 and 2018 has been analysed and compared. In accordance with this purpose, document analysis pattern is used. High school geometry instructional program and analytical geometry instructional program updated in 1998, high school geometry instructional program and analytical geometry instructional program updated in 2010 and high school mathematics instructional program updated in 2013 and 2018 were examined as documents. Content analysis method is used in data analysis. Program contents are examined on the basis of sub-learning domain, subject and learning outcomes and the obtained results are presented in a tabularized way and analysed comperatively. According to findings, remarkable distinctnesses were obtained in inspected instructional programs. Mathematics and geometry contents were approached as two different course in 1998 and 2010 updated programs, while geometry was given as a sub-learning domain in 2013 and 2018 updated programs. Upon the whole period from the year of 1998 to 2018, it has been observed that instructional program had a massive metamorphosis in subject and learning outcomes as well as the way content approached in a simplified way and its correlation to daily life. By taking the fast flow of information and its rapid consumption into consideration, this case brings the need of frequent check ups for the program. As previous experiences could be beneficial, it is thought that this study could be highly effective since it compares more than two instructional programs in point of content that are used in the recent time period.