Adaptation of Curriculum by Classroom Teachers: A Case Study of Mathematics Curriculum

The purpose of this study is to investigate the adaptation of the national primary school mathematics curriculum through the lesson plans designed and their implementations in class by classroom teachers and the factors affecting these adaptation processes. To achieve this purpose, a case study design was used. Using the maximum variation sampling method, data were collected from 12 classroom teachers in the central district of a city located in Türkiye's Central Anatolia Region. The data sources consisted of semi-structured interviews, lesson plans, weekly schedules, daily practice evaluation forms, teaching materials, lecture notes, student assignments, worksheets, activities, and supplementary resources. The thematic content analysis approach was used to analyze the data. The findings showed that teachers did not strictly adhere to the official curriculum; instead, they adapted it at a modest level. Their adaptations included extending content, omitting surface-level material, and replacing or revising content elements. Teachers´ adaptations of the curriculum were primarily affected by teacher-related factors, followed by student-, school-, parent-, and curriculum-related considerations.