The evaluation of the first grade maths curriculum acquisitions? dimensions according to the primary school teachers opinions

This research is made in order to evaluate The First Grade Maths Curriculum Acquisitions dimensions put into practice in 2005-2006 Education year, according to the primary school teachers opinions.Descriptive scanning was used in the research. Therefore, scale was developed to obtain neccesary datas from class teachers in order to evaluate the acquisitions dimension of The Frist Grade Maths curriculum. Coefficient reliability was calculated with the answers given, by applying to the people who are outside of the research sampling, for determining the scale structure's validity. After getting experts' views, the items were edited and the scale made ready to be applied.Datas obtained through the scale, frequency (f), percentage (%), and the arithmetic mean were calculated. T-test was applied in order to determine if there is a meaningful differece along the teachers' opinion towards the First Grade Maths Curriculum's acquisitions dimensions in respect to teachers' sex and their state variables of in-service education. Universe-sample of the research includes 343 primary school teachers working in primary schools located in Çanakkale city centre and counties in 2008-2009 education year. One-way variance analysis was used for determining the presence of a meaningful difference along the teachers's opinions towards First Grade Math Curriculum's acquisitions dimensions in respect to their seniority, the school they graduated from, the school they service in, the level of the class they teach and variables of student number in the classroom.The data obtained was interpreted by sheduled programme.According to the findings, the opinions of primary school teachers towards First Grade Maths Curriculum's Acquisitions dimensions, are close upon the sex, seniority, the number of the students in the classroom and the schools they graduated from, but they are different in respect to the grade they teach, the school thye teach in and the state of in-service education . A meaningful difference was not found in primary school teachers' opinions towards First Grade Math Curriculum's Content Dimension, according to their sex, seniority, number of students in the classroom, the school they graduated from, the grade they teach, the school they serve in and their state of in-service education. A meaningful difference was determined in primary teachers' opinions towards First Grade Maths Curriculum acquisitions appropriateness for implementing the teaching period activities, in respect to teachers' sex, seniority, student numbers in the classroom, the schools they graduated from, the grade they teach, the school they graduated from, the grade they teach, the school they serve in and their state of in-service education. Classroom teachers' opinions towards First Grade Maths Curriculum acquisitions appropriateness for measurement and evaluation studies.Based on the outcomes that were obtained, Teachers are advised to be given in-service education seminars for raising their opinion towards Maths Curriculum's dimensions; taking this research's results about the problems faced in the application, into consideration, it is advised to make new researches with wider numbers of participants and with wider scales;it is also advised to lenghten lesson durations for eliciting adequate time for acquisitions and to take the legal and regional features into consideration during the preparation of the program.