Examining Middle School Mathematics Curriculum from 1924 to 2018 with Respect to Geometric Habits of Mind

The purpose of the study was to examine the intended learning outcomes in geometry and measurement learning areain the middle school mathematics curriculum which were applied from 1924 to 2018 with respect to geometric habits of mind. This research covered the 1924, 1930, 1938, 1949, 1951, 1962, 1970, 1988, 1995, 1997, 2002, 2005, 2009, 2013, 2015 and 2018 middle school mathematics curriculum implemented during the Republican period. The intended learning outcomes in these sixteen mathematics curriculums were examined with respect to geometric habits of mind.In particular, they were examined based on the framework proposed by Driscoll, DiMatteo, Nikula and Egan (2007) for the geometric habits of minds (i.e. reasoning with relationships, generalizing geometric ideas, investigating invariants and balancing exploration and reflection). The findings of this study showed that the learning outcomes in the middle school mathematics curriculums applied until 2005 were predominantly aimed at acquiring the habit of reasoning with relationships, whereas the mathematics curriculums applied in 2005 and after were aimed at gaining all types of geometric habits of minds