Evaluation of the middle school mathematics curriculum based on the community-centered program approach

The aim of this research is to evaluate the middle school mathematics curriculum implemented in the 2024–2025 academic year within the framework of the community-centered curriculum approach. The study analyzes how social issues are addressed in the curriculum, whether students are encouraged to solve real-world problems, and whether learning environments aligned with community-centered principles are created. This study is limited to the 5th, 6th, 7th, and 8th grade mathematics curriculum applied in Turkish middle schools during the 2024–2025 academic year. The data were obtained through document analysis of the relevant curriculum materials, and the findings were evaluated accordingly. The curriculum was examined in terms of content and learning outcomes with reference to the Community-Centered Curriculum Model. The findings are limited to the dimensions of the "Community-Centered Curriculum Evaluation Criteria Form," which was developed as a measurement tool, and to the data identified from the curriculum by researchers according to this form. This research is a qualitative study conducted using the case study design. The "Community-Centered Curriculum Evaluation Criteria Form" was developed to collect data. After reviewing the literature, expert opinions were obtained regarding the items on the form. Based on the evaluation form, the Middle School Mathematics Curriculum was analyzed, and the statements considered relevant to the items were provided below the table. A total of 178 pieces of evidence were identified in the mathematics curriculum in relation to the characteristics of the community-centered curriculum approach.