Examining the compliance of the 8th grade mathematics curriculum with the 2019 high school transfer exam questions in terms of teachers' views

The object of this course is to reveal the teacher's views on the suitability of the 2019 High School Transition Exam Questions for these achievements in the mathematics curriculum adopted by the decision of the Ministry of Education's Board of Education chairmanship of the mathematics course which is taught for 8.grade in the school. As a study sample, 30 mathematics teachers were identified in 6 public schools who are selected from secondary schools in Gaziantep province. This is a research case study for 8th grade Mathematics curriculum in which the opinions of the teacher regarding their suitability for the achievements included in the classroom mathematics curriculum are determined.Because of open-ended questions was used in the research, descriptive analysis technique was used in the process of analyzing the data. Data of this descriptive study of 8.th grade , math curriculum will be obtained from the 2019 LGS math questions, 10-Question Interview form and participant demographics form. First in the study, 8th grade mathematics curriculum for teachers views were determined under the themes of 'qualifications of achievements', 'suitability for student level', 'ability to perform skills' and 'competence and measurement' selected by the researcher for achievements in the curriculum of the classroom mathematics course. Then their opinions on 20 questions in the LGs exam of 8th grade were determined using a semi-structured interview form. The end of the study, teachers said that students who are far from rote, can comment and use knowledge can be trained with the revamped exam system. But they noted that the rapid change raises the level of anxiety in students and parents, creates a loss of motivation, and leads middle and low-level students to despair. According to the results of the research, teachers were advised to practice different activities in classes and courses in order to improve students ' higher-level thinking skills and increase their interest in the course. In addition, it is believed that in-service activities can be organized to improve teachers ' ability to measure and evaluate high-level thinking skills.