Akademik Veri Yönetim Sistemi
International Journal of Research in Teacher Education, cilt.16, sa.3, ss.81-96, 2025 (Hakemli Dergi)
This study aims to evaluate the Mathematics Curriculum of the Maarif Model, which was implemented in 2024 and represents a profound transformation in Turkey’s education system, within the framework of Stufflebeam’s CIPP (Context, Input, Process, Product) program evaluation model. Conducted based on the qualitative research method, the study employed the document analysis technique and examined in detail the introduction section, learning areas, learning outcomes, instructional approach, and assessment dimensions of the curriculum. The findings revealed that the curriculum is built upon philosophical foundations that prioritize and give importance to national and moral values, and that, with its student-centered and progressive structure, it aligns with modern and contemporary instructional approaches that support meaningful learning. However, the limited number of examples regarding assessment processes and the uncertainties about the measurability of certain learning outcomes point to potential challenges that may be encountered during implementation. The study offers recommendations such as enriching teacher guides in terms of subject explanation and examples, expanding the in-service training requested by teachers, and diversifying assessment and evaluation tools to enhance the applicability of the curriculum. It is considered that the study will contribute to students, teachers, academics, and thus to all educators, as well as to everyone working in the field of curriculum development in education, serve as a reference for the literature, and contribute to the shaping of educational policies.