Teacher's opinions on the problems in the application of the secondary school mathematics teaching program

The aim of this study is to examine the opinions of teachers about the educational value and effectiveness of the secondary school mathematics curriculum according to Eisner's Educational Criticism Model. For this purpose, data were collected from 14 mathematics teachers working in Muş in the 2020-2021 academic year. The years of working in the profession of the participants are between 2-15 and 4 of them are continuing their graduate education. The data were collected with a semi-structured interview form prepared by the researcher and analyzed by descriptive analysis method. When the findings were examined, it was determined that there were gains that the teachers did not find appropriate at all grade levels. It has been found that there is a lack of achievement at all levels except for the 8th grade. The factors that are considered sufficient and insufficient at the point of achieving the goals of the program were categorized separately. While all of the participants stated that the curriculum model was appropriate, 13 teachers stated that the achievements were clear and understandable. It has been found that teachers prefer traditional methods in teaching situations and assessment dimensions. As the source of the problems experienced during the lesson: student, parent, prejudice, opportunities, LGS, program and teacher factors were determined. Finally, suggestions that teachers want to improve or change in the curriculum are included.