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Teacher's Views On Spiral Approach In Mathematics Curriculum

Conference Paper · February 2016

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Belgin Bal İncebacak Esen Ersoy

Ondokuz Mayıs Üniversitesi Ondokuz Mayıs Üniversitesi
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Berfu Akaydın
Kocaeli University
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 IX. European Conference on Social and Behavioral Sciences
Paris, France February 3-6, 2016

Abstract No: 4219

Teacher's V ews On Sp ral Approach In Mathemat cs Curr culum

Education Department,Primary Education, Kocaeli University

There are many strategies used for organizing the content in educational programs. These strategies
include linear programming approach, modular programming approach, pyramid core programming
approach, subject network project-centered program approach, interrogation centered programming
approach, and spiral programing approach. In the current Mathematics curriculum of the Elementary
School, the instructional plan was prepared by using spiral approach. In the spiral program, content is

79). The suggestions claiming the spiral program encourages students to study and prevents students
from reviewing the content in a hurry before the exam are considered to be the reasons why this
program is used. Despite all of the aforementioned positive side effects, classroom teachers still
express that they are faced with many problems, when they try to teach students by employing this
approach. From this point of view, teachers' evaluations about the curriculums, in terms of the spiral
program approach, are of high importance. In this research, classroom teachers' views on the spiral
program in Elementary School Mathematics Curriculum were examined and the suggestions were
offered as a result of the findings obtained. The study group consists of 10 classroom teachers in total
with at least 10 years of teaching experience, who work at downtown Samsun and Kocaeli. The semi-
structured ''Interview Form on Spiral Approach'', which was prepared by the researchers, was used as
the data collection tool. In this research interview method, which is one of the qualitative research
methods, was employed. The collected data were analyzed through the content analysis, one of the
qualitative research models, by the researchers; and the reliability was ensured through constant
comparative method. In conclusion, the spiral approach, which exists in the mathematics curriculum
we examined, is constantly structured as information transfer, thus does not give students the
opportunity to review. It was determined that it does not let teachers bridge a connection between
subjects due to their worries about keeping up with the curriculum and; therefore, they are not able to
review the subjects. It is believed that so as to enable students to obtain permanent information, it
would be more beneficial to teach them by establishing connections among teaching methods and
reviewing the subjects.

Keywords: Spiral approach, Classroom teacher, Elementary School Curriculum

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