Quantitative and Qualitative Comparison of Learning Outcomes in Mathematics Curricula of Different Countries in the Context of Mathematical Literacy Skills

In this qualitative study, written resources related to the curricula of the countries and 2022 PISA results were used to examine the learning outcomes in the mathematics curricula of different countries in quantitative and qualitative dimensions. In the quantitative dimension, other countries had higher PISA scores and rankings with fewer learning outcomes than Türkiye. In the qualitative dimension, it was observed that the outcomes were concentrated in the mathematical process of third mathematical literacy in Türkiye and Poland, and in the mathematical process of second mathematical literacy in Sweden and Denmark. Outcomes in Türkiye were found to be more complex and not evenly distributed across mathematical processes. Based on the findings, it is suggested that the mathematics learning outcomes should be reduced and distributed more evenly across the mathematical processes, and a renewed programme should be proposed to enable in-depth development of skills as well as knowledge.