Evaluation of the Secondary Education 11th and 12th Grade Mathematics Curriculum

In this study, it was aimed to evaluate the 11th and 12th grade mathematics curriculum implemented in 2018 with the CIPP model, one of the curriculum evaluation models. The research was carried out with a mixed method in which quantitative and qualitative data were used together. In Türkiye, 90 11th grade students, 90 12th grade students and 50 mathematics teachers participated in the study. In order to obtain the quantitative data of the study, the CIPP model and the scale for evaluating the high school mathematics curriculum in terms of process and product dimensions were applied to the students and the questionnaire prepared by the researcher was applied to the teachers. Semi-structured interviews were conducted with 12 teachers to obtain qualitative data. The Cronbach Alpha reliability coefficient of the questionnaire applied to teachers was .938, and the Cronbach Alpha value of the scale applied to students was .94. Content analysis and descriptive analysis were used together in the analysis of qualitative data. As a result, the subjects of the curriculum are sufficient, the physical environment is suitable for the implementation of the curriculum and there are sufficient resources, the learning outcomes of the curriculum are appropriate for the level, the readiness of the students is not appropriate, time cannot be used efficiently due to the spiral system, the curriculum is student-centred, the information learned is difficult to apply in daily life. It was determined that the historical concept of mathematics was not emphasized, teachers used smart board, z book and EBA, the curriculum was carried out in cooperation with the teachers in the department, the curriculum did not provide students with sufficient mathematical skills that they could use in daily and social life, and it was sufficient to prepare them for central exams.