The aim of this study is to determine the primary school teachers' views related to the new Turkish primary school mathematics curriculum which was put into practice in the 2005-2006 academic years. A questionnaire developed by the researchers, consists of open-ended and closed items, was applied to 60 primary school teachers selected randomly from among classroom teachers in Trabzon, one of the cities in the west Karadeniz Regions of Turkey. Data were analyzed using descriptive analysis technique. The results of this study show that in-service training seminars administered about the new mathematics curriculum were insufficient in terms of their duration, organizations, model activities, and did not provide teachers with sufficient experiences about the new curriculum. It is found that teachers have been aware of distinguishing the new and old mathematics curriculum sufficiently but, teachers have needed knowledge and skills of developing teaching material and implementing student–centered instruction and using alternative assessment methods.

Bu çalismanin amaci, sinif ögretmenlerinin 2005-2006 egitim-ögretim yilinda uygulamaya konulan yeni ilkögretim matematik programi hakkindaki görüslerini tespit etmektir. Bu amaçla uçlu ve kapali uçlu sorudan olusan bir anket gelistirilerek Trabzon'da görev yapan 60 sinif ögretmenleri uygulanmistir. Veriler betimsel analiz teknigi kullanilarak analiz yapilmistir. Bu çalismanin sonuçlari özellikle hizmet içi seminerlerin sinif ögretmenleri için süre, organizasyon ve örnek etkinlikler bakimindan verimsiz oldugunu, yeterli deneyim kazandirmadigini göstermektedir. Bunun yaninda ögretmenlerin eski ile yeni ögretim programi arasindaki farklarini ortaya koymada yeterli olduklari fakat, materyal gelistirme, grup çalismasi ve proje etkinlikleri düzenleme, alternatif degerlendirme yöntemleri konularinda bilgilendirme ihtiyaci hissettikleri belirlenmistir.