Perspective drawings was included in the middle school math curriculum in 2008 and excluded from the curriculum in 2013. In the current study, the subject of perspective drawings was examined within the framework of the theory of didactical transposition and its ecological analysis model. An answer to the question why this subject could not survive in the curriculum was sought. To this end, by using the document analysis method, perspective drawing as scientific knowledge, as knowledge to be taught in the curriculum and textbooks were examined and teachers’ opinions about the teaching of this subject were investigated. The findings of the study have revealed that the mathematical basis of perspective drawings could not be reflected in the knowledge planned to be taught and ecological issues did not have been taken into considerations as perspective drawings were not directly related to any math subject of the curriculum. In addition, the teachers who themselves did not understand this subject well experienced great difficulties in teaching this subject. The findings indicate that a subject that is not systematically addressed and not complying with an ecological point of view cannot survive in any curriculum and thus shed some light onto the curriculum development process.
Perspective drawings, ecological analysis, didactical transposition, mathematics teachers
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