Evaluation of 5th grade students' mathematics achievements, student-teacher perceptions, and textbook activities within the scope of the Turkey Century Education Model Program

This study aims to investigate the effects of the 5th-grade Mathematics Curriculum implemented within the Turkey Century Education Model (TYMM) in the 2024–2025 academic year on students' mathematics achievement across the 1st, 2nd, 3rd, and 4th themes according to Bloom's Taxonomy levels, to examine students' and teachers' views on the model, and to determine the extent to which the activities in the 5th-grade mathematics textbook for these themes address K–12 mathematics domain-specific skills. Since quantitative data were later explained with qualitative data collected, an explanatory sequential design from mixed research methods was used. The data collection tools used were achievement tests to determine the effect of the TYMM Mathematics Program developed by the researcher on students' mathematics achievement, a semi-structured interview form with students to determine their views on the model, a teacher opinion scale, and a rubric to understand the suitability of the textbook activities for K12 mathematics domain skills. The study group for the research consists of 100 fifth-grade students and 190 teachers who implement the TYMM in various subjects within the scope of quantitative data; within the scope of qualitative data, it consists of 12 students at different academic levels who took the achievement test and the fifth-grade mathematics textbook. The findings of the study show that the TYMM Mathematics Program supports the development of higher-order thinking and subject skills in students and that students demonstrate academic performance consistent with expected learning outcomes. However, although the majority of teachers and students expressed positive views about TYMM, they indicated that they had various concerns regarding the implementation process, program content, and especially the measurement and evaluation dimension. Furthermore, it was found that the activities in the mathematics textbook cover K12 subject skills within the framework of the topics included in the themes, but they are insufficient in supporting the development of integrated skills and create some difficulties in time management. As TYMM will be implemented in the 2024-2025 academic year, the findings of this study are considered to be of a guiding nature in identifying the shortcomings of the model and making the necessary improvements.