Comparative analysis of data processing in mathematics lesson curriculums

In this research, it is aimed to examine the general structure of the secondary school mathematics curriculum for the years 2005, 2013 and 2018, as well as the learning areas, sub-learning areas and acquisitions related to the data processing learning area in terms of curriculum development studies. Within the scope of this purpose, it has been tried to determine how the relevant content is updated in the curriculum. The model of this research is document analysis. This study was carried out by using content analysis in the data processing learning area in the programs. An analysis framework was created by looking at the literature on the curriculum and taking expert opinion. The themes for the relevant content review are: (1) arranging the general structure of the program, (2) arranging the content, (3) arranging the outcome, (4) arranging the learning area. In the research, the findings of changing the name of the learning area, combining the sub-learning area, simplification of the sub-learning area, content simplification, content expansion, acquisition merging, acquisition separation, acquisition enrichment were achieved. Findings and examples of findings are presented in tables under each theme. In the study, it was determined that there were updates on the achievements at the classification level, and this was supported by the studies in the literature. It has been shown in the study and the literature that there are gaps between the program update studies. As a result of this research, it is seen that the updated programs do not direct the education process in detail, but present the content in general terms. As a result of the examination of the curriculum, it was determined that the program densities decreased, but the place of the data processing learning area in the program increased.