A systematic review of literature on mathematics curricula in use at primary school level

This theory-informed systematic review examines the challenges developing nations face in aligning educational reforms with global trends, focusing on Turkey’s mathematics curriculum reforms from 2005 to 2022. Synthesising 94 studies, the review highlights the influence of international benchmarks and the systemic barriers hindering effective implementation. Findings reveal a core issue: tension between global standards (e.g. PISA) and national priorities, compounded by insufficient teaching materials, limited professional development, and restricted teacher autonomy. These challenges constrain reform success and deepen inequities in learning opportunities. The analysis underscores the interplay between top-down policy initiatives and bottom-up realities, showing how reforms shape teacher agency and classroom practice. Positioning Turkey as a bridge between global and local contexts, the review provides transferable insights for policymakers and educators in comparable systems. It proposes strategies to balance international benchmarks with local needs and offers a framework to guide future curriculum reforms in developing nations.