This article aims to give a detailed micro-level
curricular analysis of the extent to which the intended
mathematics curriculum matches the potentially implemented
curriculum using the case of Turkey. The article
makes inferences about what it means to have a match or
mismatch between these two types of curricula. As a result,
it is clear that even though there is a close match between
the intended and the potentially implemented mathematics
curricula, such a match does not seem to be enough to help
students to have a solid understanding of targeted mathematical
concepts outlined in the overall Turkish curricular
standards.