An Ecological Approach to Identifying Mathematics Teachers' Response to Curriculum Change in Their Achievement Tests

• In Event: Teachers, Power, and Equity in Mathematics Education

Abstract

Curriculum policy change is influenced by many factors such as international tests, scientific findings, and technological change. The purpose of this study was to explore how middle school mathematics teachers adopt curriculum change after an enacted policy change in 2017. Mixed-method research design was used. Teacher-made exam items (n=380) were collected for document analysis to identify the change on examination papers prior to and after the policy change. A sample of 350 teachers affiliated in public and private schools in [City] were administered TMMESP questionnaire to identify their response. Findings indicated teachers tended to prepare math items mostly relying on traditional objective testing. Most of the teachers lack the skills needed to enact collaborative instructional design and assessment processes.

Authors

• Bengi Birgili, MEF University

• Hanife Akar, Middle East Technical University

• Tuna Çakar, MEF University