The correlation between the curriculum literacy of mathematics teachers and the patterns of adaptation of the curriculum

In this study, it was aimed to determine the correlation between the curriculum literacy levels of mathematics teachers and the patterns of adapting the curriculum. Relational survey model, one of the quantitative research methods, was used in the research. The sample of the study consisted of 274 mathematics teachers working in Kütahya and its center. Personal Information Form, "Program Literacy Scale" developed by Aslan (2018) and "Patterns for Adapting Curriculum" developed by Nalbantoğlu (2021) were used as data collection tools in the research. In the study, t-test, Man Whitney-U test, one-way analysis of variance, Kruskal Wallis-H test and Bonferronive Tukey test were used to determine the level of mathematics teachers' curriculum literacy and use of curriculum adaptation patterns. Pearson correlation coefficient and Spearman correlation coefficient were used to determine the correlation between mathematics teachers' curriculum literacy levels and their use of curriculum adaptation patterns. According to the findings obtained from the research, no significant difference was determined in terms of the variables of the mathematics teachers' program literacy levels in terms of gender, professional seniority, type of school graduated, school level and school type. However, it was determined that the scores obtained from the planning sub-dimension of the program literacy level differed significantly according to the school level. While the level of mathematics teachers' use of curriculum adaptation patterns differs significantly according to the type of school they work at, it does not show a significant difference in terms of other demographic characteristics. It was concluded that the expansion and skipping patterns within the scope of adaptation differed significantly according to gender, and the widening patterns differed significantly according to the variables of professional experience and school level. It was determined that there was no significant correlation between mathematics teachers' curriculum literacy levels and their use of curriculum adaptation patterns, and there was a significant correlation between curriculum literacy levels and adaptations for expansion and skipping. In addition, it was concluded that there is a significant correlation between the Program Literacy Planning sub-dimension and the Program Adaptation Patterns Expansion and Skipping sub-dimensions.