Instruction for Mathematics and Science in Primary and Lower Secondary Grades

Mathematics is taught for five class periods (40 minutes each) per week in Grades 1 to 8. Science is taught for three periods per week in Grades 3 and 4, and four periods per week in Grades 5 to 8.

Grade at Which Specialist Teachers for Mathematics and Science are Introduced

In the Turkish education system, schools have subject area specialist teachers for mathematics and science beginning in the fifth grade.

Instructional Materials, Equipment, and Laboratories

Books, periodicals, and other instructional materials prepared by the Ministry or by private companies are reviewed and evaluated by school boards of education according to specific evaluation criteria. The Ministry purchases approved materials and distributes them free of charge.

Schools typically have science laboratories in their buildings. The science curriculum is based on student activities, including small experiments and in-class teacher demonstrations, and teachers widely use these strategies in instruction.

Use of Technology

The Ministry’s vision for technology is to make broadband Internet access and related technologies available in all classrooms. The Ministry is allocating resources and launching projects and initiatives to achieve this ambitious goal. Many schools already have some or all of these technologies installed in their classrooms. In addition, the Ministry has initiated a technology movement in schools—the Movement for Enhancing Opportunities and Improving Technology—known as FATIH.

The FATIH project is among the most significant educational investments in Turkey, and proposes to introduce “smart” (computerized) classrooms in all schools across the country. Through this project, 42,000 schools and 570,000 classrooms at the preschool, primary, and secondary levels will be equipped with the latest information technologies and transformed into “smart” classrooms. Turkey initiated the FATIH project with the aim of creating equal opportunities in education by improving technology in all schools to enable the efficient use of Information and Communications Technology (ICT) in the learning-teaching process. Tablets and LCD interactive boards, for example, may be used to create a multisensory learning environment. In-service training for teachers will be provided on the effective use of ICT in the learning-teaching process. The project also encompasses the development of educational e-content in accordance with current teaching programs.¹⁹

E-school is a platform that allows parents, students, teachers, school administrators, and educational specialists to interact with each other via the Internet. For example, students and parents may view report cards, parents may interact with teachers, and teachers may assign homework using the online platform. ²⁰

The mathematics curriculum encourages the effective use of technology—that is, it encourages teachers to examine and become familiar with technologies including calculators, dynamic geometry software, graphing software, algebra software, and Web-based and virtual manipulatives.

Accommodation Policies for Instruction and Testing

The following pertain to accommodation policies for instruction and testing in Turkey:²¹

Blended education—This encompasses special education practices based on the principle that individuals with special education needs should study alongside their peers in state or private formal and informal educational institutions with the support of special education services.
Special education schools—These are private institutions that provide services for individuals with special education needs, where personnel are trained specially and special education programs are implemented.
Centers for special education and rehabilitation—These are private educational institutions that function with the goal of eliminating problems resulting from difficulties in speech and language development, voice defects, mental, physical, auditory, social, and emotional deficiencies, or behavioral disorders, improving students’ abilities, self care, and independent living skills and ensuring their integration into society.
Summer preschool—The aim of summer preschool programs is to expand and develop preprimary education and to meet the needs of working families for child care and education. Summer preschool covers subjects that are given priority in preprimary programs for children ages 60 to 66 months who could not otherwise continue in preprimary education.
Mobile classrooms—Aiming to expand preprimary education, mobile classrooms provide an alternative to institution-based preprimary education for children of low income families ages 36 to 66 months who cannot attend preprimary education institutions.

During national assessments, individually adapted accommodations and procedures are provided for students with special education needs. Accommodations for visually impaired students are as follows:²²

Partially sighted students—Although the type and number of test items remain standard, test booklets with a different type size (18 point) are provided for partially sighted students. In addition, students may be allowed to take examinations alone in a separate classroom and may be allocated an extra 15 minutes.
Totally blind students—These students are allowed to take examinations alone in a separate classroom and are allocated an extra 15 minutes. These students take examinations from specially prepared booklets with the help of a reader and a scribe, and equivalent test questions are created for them in lieu of questions containing figures, diagrams, or pictures.
Hearing impaired students—Upon request, hearing impaired students are allowed to take examinations alone in a separate classroom and are allocated an extra 15 minutes. Also upon request, they may be exempted from foreign language examinations.
Physically disabled students—Upon request, physically disabled students are allowed to take examinations alone in a separate classroom and are allocated an extra 15 minutes. Also, they must be able to take examinations on the first floor of the test site.
Mentally disabled students—Upon request, mentally disabled students are allowed to take examinations alone in a separate classroom with the help of a scribe, if necessary, and are allocated an extra 15 minutes. Also upon request, they may be exempted from foreign language examinations.