Author(s): Melike OZUDOGRU
The aim of this study was to identify the needs of students about the mathematics course while learning trigonometry sublearning area in terms of its objectives, content, course book, learning environment, instructional activities, evaluation process and perceptions of teachers about these dimensions. Moreover, this study also concern for whether the students’ needs were met after the implementation of the constructivist curriculum. This study is a case study conducted at an Anatolian Teacher High School (ATHS), which is located in the Aegean Region. In this study, 54 students and three teachers were included. For this study, data were collected through student questionnaire and semi-structured interviews. To analyze the data descriptive statistics and descriptive analysis method were used. According to results of the study, trigonometry unit should be connected to daily life and the alleviation of some topics was indicated as needs. It was indicated that teachers were not eager very much to use additional materials for this course except white board, course books and test book. Finally, students needed places like library or computer laboratories which give opportunity to make research.