Examining Curricula within the Scope of Algebraic Thinking: Examples from Turkiye, Singapore, England and Canada (Ontario)

Authors : Zeynep Gürsoy, Zeynep Sonay Ay

Pages : 269-310

Doi:10.37669/milliegitim.1708174

View : 260 | Download : 668

Publication Date : 2025-12-24

Article Type : Research Paper

Abstract :The purpose of this research is to compare the Century of Türkiye Education Model, which has been implemented since the 2024–2025 academic year, and the Türkiye (2018, 2024) secondary school mathematics curriculum, which is still ongoing, with the mathematics curricula of Singapore, England, and Canada (Ontario) in the field of algebraic thinking and algebra learning, revealing similarities and differences. The curricula of Singapore, England, and Ontario have been considered data sources due to their higher average scale scores in internationally recognized assessments such as TIMSS and PISA compared to Turkiye and their geographical diversity across different continents. The algebra learning area at the class levels corresponding to grades 5–8 has been examined through document analysis using three distinct dimensions based on various concepts and processes alongside the components of generalized arithmetic, functional thinking, and modeling languages associated with algebraic thinking. The similarities and differences between the sub-learning areas and achievements related to the algebra learning area have been delineated through horizontal comparisons. As a result of the comparison, it was found that the Ontario and the Century of Türkiye Model curricula present a balanced distribution among generalized arithmetic, functional thinking, and modeling languages. The Singapore curriculum, on the other hand, emphasizes functional thinking and problem solving through patterns and relations, while the England curriculum integrates algebra with reasoning and real-life applications. Overall, the provision of algebraic concepts at each grade level, the support of various processes, the inclusivity of mathematical expressions, and the presence of guiding descriptions and exemplary applications are notable across the curricula.
Keywords : cebir, cebirsel düşünme, öğretim programı, karşılaştırmalı eğitim, Türkiye Yüzyılı Maarif Modeli

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