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Results show differing levels of strictness and generosity in evaluation criteria and strong teacher alignment with program outcomes, while distant goals and measurement-evaluation aspects show deficiencies; review is recommended by experts.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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ERDAMAR, Göksel BORAN, Serdar ARCAGÖK  \nAbstract: This study seeks to evaluate the learning outcomes mentioned in the Mathematics Curriculum of the 5th grade students in Türkiye, based on certain criteria. The general survey model was adopted in the study. The study group consists of 44 mathematics teachers from 12 different regions ofTürkiye who, during the 2022-2023 academic year, worked in secondary schools affiliated with the Ministry of National Education of the Republic ofTürkiye in. The Evaluation Form for 5th  \n-Grade Mathematics Curriculum Outcomes was used to assess the learning outcomes mentioned in the Mathematics Curriculum. To analyse the data, we used the multi-faceted Rasch technique. The findings revealed that the criteria used to evaluate the mathematics curriculum learning outcomes differ in terms of strictness and generosity. In addition, it was determined that mathematics teachers highly align with the learning outcomes in the programme. Based on the statements of the mathematics teachers, there were deficiencies in the program's distant goals as well as measurement and evaluation. In this context, it is recommended that the 2018 Mathematics Curriculum be reviewed by field experts, in-service mathematics teachers and assessment and evaluation experts.  \nKey words: 5th grade students, Math lessons, Math curriculum, learning outcomes, Rasch analysis, juries  \n1. Introduction  \nIt is observed that although mathematics began to emerge with simple counting and measurement to meet the needs of society in the past, today it has become eminent among other sciences, especially technology (Işık, Ciltaş & Bekdemir, 2008). Mathematics is the basis for the development of technology and engineering, as well as the development of arts. Mathematics is used in the creation, analysis, and teaching art (fractals, algorithms, patterns, sequences, and ratios) (Schattschneider, 2006) . In addition, mathematics has an effect on the recognition of the social environment and adaptation to the social environment. With their mathematical model project, Albarracín and Gorgorio (2020) scrutinized the effect of mathematics based on the recognition of the social environment and awareness of the risks in the environment. Since mathematics is a branch of science that provides benefits in a wide range of fields, teaching mathematics has gained importance. The literature review highlights that there are a plethora of studies on anxiety (Suinn, Taylor & Edwards, 1988; Evans, 2000; Wu, Barth, Amin, Malcarne & Menon, 2012; Schleepen & Van Mier, 2016; Mukamı Mutegı, 2021), fear (Hoffman, 2010; McGlynn-Stewart, 2010; Whyte & Anthony, 2012), and attitudes (Macnab & Payne, 2003; Zan & Di Martino, 2007; Alkhateeb, 2014; Göloğlu Demir & Çetin, 2012; Tabuk, 2018; Bal, 2020) in teaching mathematics. The main purpose of these studies is to make mathematics teaching easier by eliminating fear, anxiety, and negative attitudes while teaching mathematics and to ensure that students are competent in mathematics. Mathematical proficiency refers to conceptual understanding, procedural fluency, strategic competence, reasoning, and productivity, and it also has a lifelong impact on people's lives (Geary 2011). It is essential to start teaching mathematics from an early age. For children who have difficulties in mathematics in the long term, early intervention is critical for their personal, social, and professional development (Parsons & Bynner, 2005) . The American National Council of Teachers of Mathematics (NCTM) reports that “in this changing world, those who understand and can do mathematics will have significantly enhanced opportunities for shaping their futures”(NCTM, 2000,  \np.50) . It will be possible for students to have a positive attitude towards the mathematics lesson, and to eliminate their worries and fears, by reaching the specified outcomes throu","cbCaifldlcHc3o9z","https://ap.wps.com/l/cbCaifldlcHc3o9z","pdf",397250,13,"English","# Introduction\n## Curriculum and mathematics education context\n## Purpose and curriculum evaluation approach","[{\"question\":\"What is the main aim of this study?\",\"answer\":\"To evaluate the learning outcomes stated in the 2018 Mathematics Curriculum for 5th grade students in Türkiye using specific evaluation criteria.\"},{\"question\":\"How were the learning outcomes assessed and analyzed?\",\"answer\":\"Learning outcomes were assessed using the Evaluation Form for 5th-Grade Mathematics Curriculum Outcomes, and data were analyzed with the multi-faceted Rasch technique.\"},{\"question\":\"What key findings were reported about the curriculum outcomes?\",\"answer\":\"Evaluation criteria differ in strictness and generosity, mathematics teachers show high alignment with the learning outcomes, and deficiencies were identified in distant goals plus measurement and evaluation.\"}]","EVALUATION OF 2018 MATHEMATICS CURRICULUM 5TH GRADE OUTCOMES IN TURKEY | PDF",1792064932,33]