Evaluation of primary education mathematics cirriculum according to Piaget`s intellectual development theory

ABSTRACT In this research, the curriculum which belongs to Primary Education Mathematics Curriculum's the first five grades was tried to evaluate according to Piaget's intellectual development theory. In the research; seriation, classification, one-one correspondence, number, gravity and volume conservation were examined. The research was applied on the first five grade which is consist of Primary Education Mathematics Curriculum. In this research, the problem has been expressed as follows; "Has Primary Education Mathematics Curriculum been appropriately developed according to Piaget's intellectual development theory ?" The informations which connected with problem and sub-problems of the research obtained with Piaget's principle which has been defined by researcher. The results which obtained with Piaget's principle can be summarized as follows: 1. The principle as Piaget has expressed that the first principle developed in child is seriation principle. "Subjects of Interactions between objects and Rhythmical counting" which are involved in The Primary School's first and second grades can be taught by seriation principle. Since seriation principle is the first gained principle, taking in the first place of these subjects in the curriculum is appropriate to Piaget's intellectual development theory. 2. The principle as Piaget has expressed that the second principle developed in child is classification principle. "Subjects of Interactions between objects, Sets, /Addition and Subtraction" which are involved in The Primary School's first grade can be taught by classification principle. Also, in the curriculum taking in the same order of these subjects which can be gained by this principle is appropriate to Piaget's intellectual development theory. 3. Subject of Sets from first grade to fifth grade is appropriate to Piagefs intellectual development theory in Primary Education Mathematics Curriculum. But aims which was written for Sets are not appropriate to grade level. 4. Since"Subject of Interactions between objects, Sets" which are included in the first and second grade in Primary Education Mathematics Curriculum help to gain number conservation, teaching of subject of natural numbers after the subjects of Interactions between objects, Sets is not opposite to Piaget's principles. In the third, fourth and fifth grades, since teaching of subjects of natural numbers after subject of Sets is reinforced the number conservation, it is not opposite to Piaget's principles. In the five grades, also teaching of four operation aptitude which are addition, subtraction, multiplication and division after "Subject of Natural Numbers" coherent to Piaget's principles. 5. Since measurement of gravity which take in place "Subject of Measurement" in the second grade are trying to teach to child before not gained the gravity conservation, it is opposite to Piaget's principles. Since measurements of gravity are included in Primary Education Mathematics Curriculum beginning from second grade, subject of measurement of gravity has been taught in wrong order in the third, fourth and fifth grade according to Piaget's principles. 6. From the second grade, "Measurement of Liquid" which is included in "Subject of Measurements" was included in Primary Education Mathematics Curriculum. Since child can gain the volume conservation in eleven and twelve ages, "Subjects of Measurement of Liquid" should have been include in fifty grade which balance to eleven age. Since " Measurement of Liquid" is included in Primary EducationMathematics Curriculum from the second grade, according to Piaget's principle, "Subjects of Measurement of Liquid" has been taught in wrong order.