Examination of lesson planning processes of mathematics teachers in secondary school geometry teaching with Türkiye Century Education Model

In this study, it was aimed to examine the processes of preparing lesson plans in accordance with the Turkish Century Maarif Model [TYMM] using the teachers' knowledge. In this context, the transfer of lesson planning information of mathematics teachers to the planning process in middle school geometry teaching and the difficulties they experienced in the lesson planning process were examined. In accordance with this purpose, a case study from qualitative research methods was used as a research design. The validity and reliability of the data collection tools were ensured by obtaining expert opinions and conducting a pilot study. The study was conducted with 5 mathematics teachers working in a middle school affiliated to the Ministry of National Education [MEB]. In the study, a structured interview form and a lesson plan template developed by the researcher were used as data collection tools. First, lesson plans were distributed to teachers and 2 weeks were given to them to plan in accordance with TYMM. After the lesson plans were collected, each teacher was interviewed in two separate sessions. The data obtained in the study were analyzed with content analysis and descriptive analysis, which are qualitative data analysis methods. Categories and codes were created with the content analysis method, these categories and codes were tabulated with the descriptive analysis method during the data visualization stage, and in the conclusion stage, the relationships and comparisons between the concepts that emerged through the codes were presented as a summary. It was observed that the teachers' lesson plans were generally in line with TYMM. However, after the interviews, it was determined that the teachers generally made use of the ministry's TYMM text when making their plans and therefore the originality of the plans was not sufficiently ensured. Accordingly, it was determined that the teachers did not have sufficient knowledge on how to impart the tendencies, skills and values they aimed to impart in the lesson plans they prepared for TYMM. Based on these results, it was suggested that the in-service trainings previously provided to the teachers should be updated and developed; face-to-face, more detailed, longer-term and within the framework of their own branches TYMM in-service trainings should be provided, where skills-based, technological tools and equipment can be used, activities and learning evidence suitable for themes and learning outcomes can be found.