Akademik Veri Yönetim Sistemi
10th Internatıonal Artemıs Scıentıfıc Research Congress, Bucuresti, Romanya, 29 - 30 Kasım 2024, cilt.1, ss.855, (Özet Bildiri)
This study explores the integration of technology in the primary school mathematics curricula of Turkiye and Finland, with a focus on how both countries incorporate technology education in their mathematics curricula. Document analysis was utilized to examine the national curricula, with particular emphasis on the role of information and communication technologies (ICT), dynamic geometry software, and data representation tools. In Turkiye, technology use begins in grade 2, where students use three-dimensional geometry software and ICT to explore geometric shapes and their properties. By grade 4, the curriculum encourages the use of technology for data presentation and communication. In contrast, Finland’s curriculum integrates technology across grades 1–6, promoting curiosity and mathematical inquiry through ICT, geometric observations, and programming from the early years. Finland also emphasizes the development of problem-solving and algorithmic thinking through digital tools, fostering collaboration and inquiry-based learning. The study concludes that both countries aim to enhance mathematical understanding and technological fluency, yet their approaches differ: Turkiye adopts a more structured, sequential methodology, while Finland favors an interdisciplinary, inquiry-based approach. These differences highlight distinct educational strategies in preparing students for the technological demands of the 21st century.