A comparison of 5-8. grade school mathematics curriculum from Turkey, Singapore and the United States of America ( The case of Wisconsin )

Purpose of this research is to inquire the location of gains inside reasons of our failure, by seeing which gains included in the curriculum and by comparing priority recency relationships and grade of class that those gains taught under the context of 5-8 grades algebra learning field. For this purpose, mathematics curriculums of Turkey, Singapore and United States of America (USA) have been investigated. Data of this research collected by one of the qualitative research data collection techniques called document review and was subjected to content analysis by encodings which created. According to the obtained results, during teaching the underlying concept of algebra - "variable"- they following different ways, although the inquired documents includes similar content, there is some differences between classes that similar gains taught and order of the gains. Another important result is, unlike other countries, situations of equality and inequality are handling separately in Turkey. Although the changes in middle school mathematics curriculum made in 2013, number of gains in 8. grade is still more than both Singapore and USA. Under the context of algebra in 5-8 grades mathematics curriculum, there made proposals to balance gains weight to the class levels.