Investigation of the process of adapting the mathematics curriculum of classroom teachers

In order to achieve the aims of the curriculums, the curricula covered within the scope of a course are implemented by teachers in different ways with the influence of various variables. This situation is defined as curriculum adaptation in the literature. Especially considering that the primary school level forms the basis for students' future learning, the effect of teachers' curriculum adaptations becomes important in this period. Considering Turkey's success in mathematics among various countries, it is thought that examining the adaptation process that teachers carry out within the scope of mathematics lessons has an important place. The aim of this research is to help classroom teachers in the process of implementing the primary school mathematics curriculum; The purpose of this study is to reveal the official curriculum, the curriculum they designed before the lesson, the curriculums they implemented during the lesson, and the adaptations they made and the factors affecting these adaptations. To achieve this purpose, the case study design, one of the qualitative research designs, was used, in accordance with the convenience sampling of the purposeful sampling type, from 12 classroom teachers in the central district of Yozgat province; Data were collected through the plans they prepared, weekly planning table- daily practice evaluation table, materials used in the teaching process, course notes, student assignments, worksheets, activities, pictures and videos of auxiliary resources, and a semi-structured interview form. In the analysis of the data, a code book created using the literature and content and descriptive analysis techniques were used. In the analysis of the data, it is seen that the teachers do not fully comply with the official curriculum, they make various adaptations, the level of adaptation of the teachers on the curriculum is generally low, but they make adaptations in the form of frequent extending, low-level omitting and replacing or revising on the curriculum elements. Factors affecting the adaptations made by teachers: It was observed that the factors mostly originating from the teacher were the factors originating from the student, the school, the parent, and the curriculum, respectively. These findings were discussed in the light of various studies and various suggestions were made.