Middle school mathematics teachers' literacy on learning outcomes

The purpose of this study is to investigate middle school mathematics teachers? learning outcomes literacy according to the components which are revealed by researcher. To do this, we examined the teachers? understanding related with learning outcomes and their interpretation to make students acquire these outcomes during the process of planning and evaluating the effective teaching and learning of outcomes in teaching program.The case study, which is one of the qualitative analysis methods, is used in current research and the participants of the study were 5 mathematics teachers who work at various middle schools. The data were collected through semi-structured interview and observations. They were carried out on 10 outcomes which are selected from Sixth Grade, Algebra and Numbers Learning Domain in Elementary Education Mathematics Program and separate forms were prepared for each learning outcomes. The collected data were categorized and analyzed by using descriptive analysis method. The outcome literacy of middle school teachers was determined according to their knowledge and competency at sub-components.The research findings show that teachers? literacy of outcome competence is not strong enough. After the analysis of data, it is found that understanding of learning outcomes is not enough to make students acquire these outcomes alone, at the same time to make students acquire learning outcomes is impossible without understanding of outcomes. In addition, it is concluded that learning outcome literacy should be developed with taking account of overall components of learning outcome literacy. Key Words: Teacher Standards, Teaching Planning, Curriculum, Learning Outcomes