Evaluation of the value acquisitions in the current secondary school mathematics curriculum in the context of the teachers' opinions and sample practices

This study has been designed in two stages. The aim of the first stage of the study is to determine the opinions, ideas and suggestions of the middle school mathematics teachers of the values suggested in the renewed mathematics curriculum by associating them with the mathematics learning outcomes. The aim of the second stage of the study is to evaluate the classroom activities that integrate learning outcomes and values based on the classroom practices and students' opinions. The design of the study is a case study. The participants of the first stage of the study consists of 8 secondary school mathematics teachers working in a province in the Central Anatolia Region in the 2018-2019 academic year. The maximum diversity method in purposeful sampling was used to determine the participants. The participants of the second stage of the research consists of 43 students volunteering to participate in the classroom activities from the 5th, 7th and 8th grade students at the public school where the researcher is working as a mathematics teacher. After that 8 students selected among these students by taking criterion sampling as the reference for the interview. In the research, three different measurement tools, teacher interview form, classroom activities and student interview form were used to collect data. In the first stage of the study, a semi-structured interview form with 8 questions and 6 probes developed by the researcher based on the expert opinions was used. In the second stage of the study, 11 in-class activities were prepared and implemented by researcher in the secondary school students' class. The activities developed by the researcher included values associated with mathematics learning outcomes. Before the in-class activities were prepared, current mathematics curriculum, mathematics textbooks, mathematics applications textbooks, related literature and values education approaches were examined extensively, in-class activities were prepared in line with the opinions of teachers and experts, and finalized post-pilot activities. The activities include 5 values: justice, friendship, honesty, responsibility and helpfulness, chosen among the 10 root values included in the program. After the activities, a semi-structured interview form with 8 questions and 3 probe questions developed by the researcher with the expert opinion was used to apply to the students in the sample. The data obtained from the interviews and in-class activities were analyzed by content analysis method. As a result of the study, it has been found out that there is no planned values education activity for teachers in the schools. The teachers stated that they found the mathematics curriculum and the textbooks insufficient to bring the values to the students. Teachers think that it is not easy to integrate values with mathematics learning outcomes. Teachers find themselves inadequate in terms of integrate values in mathematics education. They are not able to integrate values and learning outcomes in their courses and they need a guide in this sense. It was seen that teachers could neglect values education in mathematics courses due to the current examination system and expectation of academic success. It was found that in-class activities prepared within the scope of the study were able to integrate the learning outcomes with the values and contribute to internalization of the values by the students. Before the activities, the students stated that they thought the mathematics course noting more than numbers, formulas and operations and they approached the course with a focus on passing the exam. Students stated that they realized that mathematics was not only consist of numbers and operations, but intertwined with daily life and values, and that they had the opportunity to question the values that exist in themselves and their friends. In addition, students stated that they deemed it necessary to carry out value-based activities in mathematics classes in order to understand the importance of values, to favorite mathematics course, to increase social awareness, and to contribute to the improvement of the structure of the new generation and society in time. They were disposed to participating in value activities in mathematics class. According to the results of the study, it is suggested that in-class activities students need to participate in the process by explaining their own value perceptions related to mathematical problem situations. For this purpose, in-service trainings should be provided to teachers in the field of values education. It is also recommended to develop a guidebook that includes value activities in mathematics education that teachers can use in their lessons.