A study on primary school 1st grade mathematics course curriculum and application

The main purpose of this study is to determine what teachers, students, school administrators, and parents think about the first grade mathematics curriculum in the 2018-2019 academic year and to examine the situation that arises during the implementation of the program. This study was conducted based on descriptive sequential design of mixed method patterns. In the 2018-2019 academic year, which was determined by proportional cluster sampling, the sample of the study was composed of 294 primary school teachers working in the first grade of primary schools in the central districts of Adana. The qualitative study group of the study consists of 9 classroom teachers, 9 school administrators, 16 parents and 18 students who are determined by maximum diversity sampling. The observed class was determined by appropriate sampling. The data were collected by using mathematics curriculum evaluation scale, semi-structured teacher interview form, semi-structured executive interview form, semi-structured parent interview form, semi-structured focus group student interview form and semi-structured observation form. In the analysis of the quantitative data, descriptive statistics, independent groups t test and one-way analysis of variance were used. In the analysis of qualitative data, content analysis was used. According to the quantitative findings of the study, it was found that teachers' opinions about the overall program were slightly agree, their views on the general structure, acquisition and presentation dimensions were agree, and their views on content and measurement and evaluation dimensions were slightly agree. It was found that the opinions of the teachers about the first class mathematics curriculum varied according to the variable of average class size and socio-economic level of the school environment; gender, in-service training, education level, graduating school, professional seniority and first-class education status did not differ according to variables. Based on the qualitative findings of the research, it was found out that the teachers were informed about the program mostly through professional studies, media, program review and seminar in the first weeks of the academic year. It was found that the quality of information about the curriculum was inadequate and superficial. While it was revealed that the teachers had positive opinions about the content and gain of the program, it was found that they had negative opinions in the teaching-learning process and measurement-evaluation dimensions. Based on the qualitative findings of the research, it was found out that the managers were informed about the program through formal correspondence and media. Administrators state that teacher information is not up to date, there may be problems in classroom management and there should be training about it. Administrators consider the physical environment and tools insufficient and wish to enrich them. Managers want to teach activities through educational games. Based on the qualitative findings of the study, it was found out that the parents did not have any knowledge about the program, but it was found that they were aware of the objectives of the first grade mathematics course. Parents state that the activities are clear and understandable to the student level; they find the number of activities insufficient and refer to auxiliary resources. Parents also want to be enriched in finding the physical environment and equipment inadequate. Based on the qualitative findings of the research, it was found out that students felt happy in mathematics class, had no problems in general, and mostly liked drawing and painting and cutting and pasting activities. Based on the qualitative findings of the study, it was concluded that the implementation of the program was parallel to the gain and content according to the classroom observation results. Keywords: Mathematics curriculum, curriculum evaluation, primary school, first grade Mathematics course