Investigation of academicians' views towards the revisions of the secondary school mathematics curriculum

The curriculum, which is an important component of teaching activities, experiences updates with the effect of changing conditions. In order for the updates to be based on scientific grounds and to be realized with the right steps, studies on the curriculum have an important place. In this study, it is aimed to examine the views of academicians regarding the revisions made in the secondary mathematics curriculum in the context of teacher training and to evaluate the situations that emerged with the Turkish Century Education Model mathematics curriculum. Case study design, which is a qualitative research type, is adopted in the study. The study group of the research consists of 14 academicians with different specializations working in the faculty of education of a state university. The data were obtained through a semi-structured interview form and analyzed by content analysis method. It is determined that after the revisions made in the curricula in the context of teacher training and especially with the dilution of the curriculum in terms of content, there has been a decrease in the readiness levels of prospective teachers over the years and that the curriculum is insufficient to form preliminary knowledge in terms of undergraduate courses. It is concluded that the curricula are in effect for a short period of time and that the program results are not of a quality that can be monitored. When the curriculum of the Turkish Century Education Model is compared with the previous curriculum, changes in the curriculum concepts and decreases in the number of achievements at each grade level draw attention, and statistical research processes come to the forefront in the new curriculum. After the revisions made in the secondary education program, it is recommended to update and create appropriate course hours for undergraduate courses in a coordinated manner in order not to interrupt the functioning between education levels.