Yilmaz G.K.Alkan S.Baran D.Elmas H.Güven B.20.04.20192019-04-2020.04.20192019-04-2020111877-0428https://dx.doi.org/10.1016/j.sbspro.2011.04.169https://hdl.handle.net/20.500.12403/9213rd World Conference on Educational Sciences, WCES-2011The aim of this study is to investigate mathematics teachers' views about measurement-evaluation dimension of new Turkish geometry curriculum. With this aim, 15 mathematics teachers who are selected from Artvin, Bayburt, Rize and Trabzon were carried out semi-structured interview. As a result, it was seen that teachers in our samples tend to apply traditional measurement and evaluation approach as they find the new measurement-evaluation dimension difficult and uneasy using the tools and methods. And the teachers are not aware of which tools are to be used in alternative measurement and evaluation approach or they do not know how to use it. Also, there are teachers who have negative views about new approach. These teachers have stated the main issue occurs due to time limitations, crowded classes, lack of tools and materials and density of class hours. © 2011 Elsevier Ltd.eninfo:eu-repo/semantics/openAccessGeometryGeometry CurriculumMathematics TeachersMeasurement and EvaluationGeometryGeometry CurriculumMathematics TeachersMeasurement and EvaluationConference Object152678268310.1016/j.sbspro.2011.04.1692-s2.0-84858791650N/AWOS:000466750602134N/A