A Developments in science and technology have affected the education system and have resulted in the restructuring of educational programs. Many countries have restructured their education programs according to the models that individuals make their own knowledge and access to knowledge (Bulut, 2004; Sulak et al., 2010). In our country, some changes have been made in the curriculum in the direction of developments in the world, and new curriculums have been prepared and put into practice. Effective and successful new programs are possible with the development of the research results on programs and evaluations of teachers who are the program's practitioners (Akça, 2007; Butakın and Özgen, 2007). Applied programs can be developed in the direction of the results obtained from the researchers' work on the programs. It is stated that in the studies related to mathematics course teaching programs, mostly teachers and students are preferred as the research group, the quantitative method is used as the research method and the research topics are to determine the applicability of the mathematics program and the opinions about the mathematics program (Yenilmez and Sölpük, 2014; Kablan, 2011) . When we look at the studies that mathematics curriculum is compared with the previous curriculum; Sezgin-Memnun (2013) examined the teaching programs of primary mathematics curricula in 1924-2005 years accordance with the objectives and contents. Öztürk and Özmantar (2016) compared the 1926-2005 primary school mathematics curricula in terms of strategy, methods and techniques. When the studies were examined, it was not found that the general aims of the secondary school mathematics curriculum implemented between 1998-2016 were examined comparatively. For this reason, it is thought that it is important to compare the general objectives expressed in secondary school mathematics curricula in terms of skills. It is hoped that this study will contribute to the evaluation of the mathematics curriculum and to the researcher working on this subject. It is also thought that the results obtained from this study will contribute to the development of future middle school mathematics curricula, determining the strengths and weaknesses of the examined programs, and this study will be data for the experts in program development, mathematics educators and researchers. The purpose of this study is; to compare the general aims of the mathematics education of the 1998, 2005 2013 and 2017 middle school mathematics curricula, which were in force between 1998 and 2017, and is in force today. For this reason, the answer was searched: "What are the similarities and differences in terms of the skills involved in the general purposes of mathematics education expressed in secondary school mathematics curricula?" In this study, qualitative research methods were performed by document analysis. Document analysis includes analysis of written materials that contain information about facts or phenomena targeted to be investigated. In the qualitative research, document review can be used either as a stand-alone data collection method or in combination with other data collection methods (Yıldırım and Şimşek, 2008). A document review can be done in five major stages: (1) reaching documents, (2) checking the originality, (3) understanding the documents, (4) analysing the data, and (5) using the data (Forster, 1995). The data source of this research has been created by; Primary School Mathematics Teaching Curriculum (6th, 7th and 8th grades) published in 1998, Primary Mathematics Lesson 6Curriculum, the Secondary School Mathematics Class (5, 6, 7, 8. Classes Teaching 8) Teaching Curriculum published in 2013 and Mathematics Lessons Teaching Curriculum (Primary and Secondary School 18. Classes) publ i shed in 2017, by Head Council of Education and Morality. In the analysis process of the data, firstly 1998, 2005, 2013 and 2017 middle school mathematics curricula published by the Head Council of Education and Morality, which was in effect between 1998 and 2017, were supplied and examined. Cognitive, emotional, domain specific and psychomotor skills analysis were determined as the theme of the mathematics education in terms of the general purpose in comparison with the mathematics education expressed in the programs (İncikabi, 2 Aliustaoğlu and Tekin, 2016; İncika 012, İncikabi, Kurnaz and Pektaş , İncikabı, Mercimek, Ayanoğlu, bı, Pektaş and Süle, 2016). In the comparison of cognitive skills, TIMSS 2015 (Mullis and Martin, 2013) forms the cognitive domains in the mathematics framework. Comparing the field specific skills, the curriculum of the secondary school mathematics is exa and it forms the fieldmined specific skills in the programs. In comparing psychomotor and affective skills, second