A Comparative Examination of the 2018 and 2024 Secondary School Mathematics Curricula at the 9th-Grade Level

Koçer Umut Akdağ; halil KAMIŞLI

doi:10.62416/ijwb-99

Authors

Koçer Umut Akdağ Master's Student, Department of Curriculum and Instruction, Institute of Graduate Education, Hakkâri University, Hakkâri, Türkiye
halil KAMIŞLI Hakkari Üniversitesi

DOI:

https://doi.org/10.62416/ijwb-99

Keywords:

Turkish Century Education Model, Mathematics Curriculum, Document Analysis, Curriculum Evaluation, Secondary Mathematics Education

Abstract

The purpose of this study is to compare the 2018 Secondary School Mathematics Curriculum and the 2024 Turkish Century Education Model Secondary School Mathematics Curriculum at the 9th-grade level based on the fundamental elements of curriculum development. The study employed a qualitative research approach using document analysis. The data sources consisted of the official mathematics curricula published by the Turkish Ministry of National Education in 2018 and 2024. The curricula were examined through descriptive analysis within five dimensions: objectives, content, teaching-learning processes, assessment and evaluation, and values, skills, and competencies. To ensure the reliability of the analysis, two experts independently coded the documents, and inter-coder agreement was calculated using the formula proposed by Miles, Huberman, and Saldaña, yielding an agreement rate of 91%. The findings indicate that the 2024 Turkish Century Education Model represents a comprehensive transformation rather than a simple curriculum revision. The new curriculum restructures learning outcomes within a competency-based framework, adopts a thematic and holistic content organization, emphasizes differentiated instruction throughout the teaching-learning process, and introduces a process-oriented assessment system supported by alternative assessment tools. In addition, values education, social-emotional learning skills, and domain-specific competencies have become integral components of the curriculum. The findings suggest that the curriculum reflects a comprehensive shift in curriculum philosophy and implementation. This study is expected to contribute to understanding the curricular changes introduced by the Turkish Century Education Model and to provide a theoretical basis for future curriculum evaluation and curriculum development studies.

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