Evaluation of teacher's views on the implementation of high school 9th class mathematics education program renewed in 2017

The aim of this study is to determine the positive and negative opinions, the problems they face and their solution suggestions of the teachers working in public high schools for the implementation of the 9th grade mathematics education programs which are renewed and implemented in 2017. For this purpose, the opinions of 33 high school mathematics teachers working in different types of high schools in the central districts of Antalya were taken. In this study, action research design, one of the qualitative research method, was used. The data of the study was collected by using the 9th Grade Mathematics Teaching Program Teacher Opinion Form which consisted of open-ended questions and semi-structured interview technique. The data obtained through the interview were analyzed and interpreted using the content analysis technique. In order to increase the internal validity and reliability of the research, member control method was applied. The data obtained were presented in tables and excerpts from teachers' opinions were included. In the study, it is stated that the subjects are simple, understandable and it is positive to remove vectors, functions and probability subjects from the program. The program was evaluated positively in terms of division into two programs for science high schools and other types of high schools, while the history of mathematics and the involvement of scientists in the study were negatively evaluated. The teachers stated that the time for the subjects was not enough and the content of the subject was intense. It was found that students' basic processing skills and readiness levels were low, numbers and basic concepts should be included more in the content, the number of samples and exercises should be increased in the textbooks, and the use of supplementary resource books was needed. Teachers think the program generally is applicable. However, they stated that they could not adapt to the frequent change of programs. It was concluded that the physical and technological structure of the classrooms were sufficient, smart board and its applications were actively utilized, the application of the program was teacher-centered, classical methods were used in the assessment and evaluation, and the teachers were open to in-service trainings for their professional development and they need. In addition, the teachers suggested that geometry should be studied as another course, the program should include more intriguing gains and problems associated with daily life, and studies should be conducted to improve primary mathematics programs in order to increase the readiness levels of the students. Keywords: Secondary School Mathematics Curriculum Reform, Program evaluation, Teacher opinions