Analysis of middle school mathematics teaching programs implemented between 1998-2013

The aim of this study is to compare middle school mathematics curriculum impelemented between 1998 and 2016 in accordance general aim of mathematic teaching, teaching-learning process and subject contents. This research is a qualitative. The document analysing method was used to analyze middle school mathematics teaching programmes implemented in 1998, 2005 and 2013. In this study, mathematics programmes, was examined consideringly with the general aims of mathematic education, the specifications of teachers and students, teaching and learning approaches, measurement and evaluating process, subject contents. At the end of the first coding, researchers calculated reliability coefficient as 86,7% according to Miles and Huberman (1994) formule. Researchers came together and made meeting about the items that caused incompatibility and had an agreement each items. In research findings, how the general purpose was distributed to skills domains showed that in the teaching programmes ordinarily the most one was cognitive domain, then domain specific skills and the end affective skills took place. The general purpose expression about psychomotor skills was only mentioned in 1998 teaching programme. When the distrubitions general purposes related of cognitive skills were examined, it was seen that the general purposes were highest related with reasoning in 1998 and 2005 programmes, and were examined, highest related with knowledge and practicing skills in 2013 programme. It was seen that the distrubitions of general purposes related with domain specific skills, were mostly related with associating sub-skills in 1998 program, and in 2005 and 2013 programmes they were mostly related with problem solving sub skills. The general purpose statement for the problem posing sub-skills area was included only in the 1998 program. Teaching methods, techniques and strategies where the students are active and in center, beside this, measure and evaluation approaches where the result and process are evaluated with together have been used since 2005 year teaching programme. In the sixth and seventh class cirruculums, the mostly concentrate was on subject contents about "Numbers and Operations" and "Geometry and Measurement", and in the eight class curriculum the mostly concentrate was on subject contents about "Geometry and Measurement". Whereas some contents which included in 1998 year programme, they were took out in 2005 year programme, but they were again included in 2013 year programme. Key Words: Middle school mathematics lesson teaching programme, middle school mathematics education, programme review, document analysing.