Analysis of 2024 Maarif Model geometry learning outcomes according to Van Hiele levels

Curriculum programs, which shape the quality of education and guide teaching–learning processes, are continuously updated in response to changing societal needs and expectations. In Türkiye, curriculum reform has been implemented through the Türkiye Century Maarif Model (TCMM) in the 2024–2025 academic year. Within this framework, the renewed mathematics curriculum seeks to restructure mathematics teaching by emphasizing critical thinking, problem solving, and reasoning. As the program was first implemented at the transition grades of 5th and 9th levels, systematic evaluation is essential to inform future development. However, since the TCMM Mathematics Teaching Program has only recently been introduced, empirical research examining its structure and implications remains limited.This study addresses this gap by analyzing the cognitive structure of geometry learning outcomes in the renewed curriculum. Specifically, 68 geometry learning outcomes and 313 associated process components across the themes of Geometric Shapes, Geometric Quantities, Transformation, Congruence and Similarity, and Geometric Solids at middle and high school levels were examined using the Van Hiele Geometric Thinking Model. Learning outcomes were classified according to the model’s five hierarchical levels of geometric thinking. The findings indicate that the majority of learning outcomes are concentrated at the informal deduction level (Level 3). At the middle school level, outcomes corresponding to visualization (Level 1) and descriptive analysis (Level 2) are limited. Although formal deduction (Level 4) appears at the high school level, no outcomes were identified at the rigor level (Level 5). Overall, geometry learning outcomes in the TCMM predominantly emphasize informal deduction across both educational stages.