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Activities are then designed aligned with these objectives, addressing five entrepreneurship dimensions: business idea, finance, product design and production, promotion and marketing, and investment. Results indicate mismatch across grades and learning domains and a limited systematic set of mathematics-entrepreneurship studies.",{"@graph":14,"@context":73},[15,34,56],{"@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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is the main purpose of the study?","Question",{"text":63,"@type":64},"The study aims to develop entrepreneurship skills through activities designed within the Primary School Mathematics Curriculum.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are entrepreneurship skills operationalized in the research?",{"text":68,"@type":64},"Entrepreneurship education is organized into five dimensions: business idea, finance, product design and production, promotion and marketing, and investment.",{"name":70,"@type":61,"acceptedAnswer":71},"What problem did the analysis find in the prepared activities?",{"text":72,"@type":64},"The activities developed for entrepreneurship skills were not compatible with each grade level and each learning domain in the 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CURRICULUM: THE CASE OF TURKEY  \nElif Nur AKKAŞ, Murat TARHAN, Ülkü AYVAZ  \nAbstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a) . According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value) .  \nKey words: entrepreneurship, mathematics education, primary school  \n1. Introduction  \nThe entrepreneurship is related to awareness, ideas, imagination and economic effort. Entrepreneurship debate in the world, especially in Europe, has been dealt with as an issue on the axis of history and culture, and the view that entrepreneurship will gain a more innovative ground from the dialogues between European states has prevailed (Tarhan, 2019a) . Accordingly, entrepreneurship education aiming to increase entrepreneurial activities is transferred to individuals within the context of each country's unique cultural context (Lee & Peterson, 2000) . In this sense, when the entrepreneurship education practices in different countries are examined, it is seen that entrepreneurship education starts from primary schools in the USA and students are introduced to entrepreneurship and entrepreneurship education before they reach high school level. In Japan, however, entrepreneurship education has been started in high schools since 2001 (in Tokyo) . Entrepreneurship training, which started in colleges in Korea, became widespread and supported by various entrepreneurship education courses. In our country, on the other hand, entrepreneurship skill is included in all programs implemented since 2005 as a basic skill (Ministry of National Education [MoNE], 2015, 2018) . Based on this approach, it can be said that MoNE aims to teach entrepreneurship skills in an interdisciplinary way. Therefore, it is seen that entrepreneurship skills are among the common skills that should be gained in the curriculum.  \nGartner (1988) adopted entrepreneurship as a behavioral approach and expressed entrepreneurship asthe role that individuals assume for establishing an organization. Moreover, it is possible to define entrepreneurship pedagogically as the ability to provide finance resources to produce the business idea arising from awareness of opportunities, produce and market the product or service, and provide  \ninvestment opportunities. It is considered that a certain educational process is necessary for students to acquire the expressions in this definition. This process can be described as entrepreneurship education in general (Tarhan, 2019a) .  \nThe rising global economic competition in the 21st century has led to an increase in interest in entrepreneurship and increase of resources and funds alloc","cbCaiucAT1gDh25h","https://ap.wps.com/l/cbCaiucAT1gDh25h","pdf",1137233,"English","# Introduction\n## Entrepreneurship education and its foundations\n## Entrepreneurship skills in primary programs\n## Mathematics education and entrepreneurship skill acquisition","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to develop entrepreneurship skills through activities designed within the Primary School Mathematics Curriculum.\"},{\"question\":\"How are entrepreneurship skills operationalized in the research?\",\"answer\":\"Entrepreneurship education is organized into five dimensions: business idea, finance, product design and production, promotion and marketing, and investment.\"},{\"question\":\"What problem did the analysis find in the prepared activities?\",\"answer\":\"The activities developed for entrepreneurship skills were not compatible with each grade level and each learning domain in the curriculum.\"}]","GAINING ENTREPRENEURSHIP SKILLS WITH THE ACTIVITIES DESIGNED RELATED TO PRIMARY SCHOOL MATHEMATICS CURRICULUM: THE CASE OF TURKEY - Abstract & Introduction | PDF"]