摘要：The purpose of this study was to describe (1) the characteristics of mathematics learning plan; (2) the characteristics of the implementation of mathematics; and (3) the characteristics of the mathematics curriculum evaluation. Qualitative research with ethnographic design. Locations in SD Negeri Surakarta Mangkubumen 83. Data collection techniques with in-depth interview, documentation and observation. Analysis of the data by three stages: data reduction, data presentation, and drawing conclusions with verification. Results of the study (1) mathematics learning plan prepared by teachers in groups based on the education unit level curriculum (SBC), developed in accordance with the environmental conditions of each school. (2) The learning objectives based on the curriculum of mathematics education unit level. Mathematics learning materials consist of six (6) standard of competence, divided for the first semester of four (4) standard of competence, and two (2) standard of competence for the second semester. Mathematics teaching methods used by teachers is the deductive method, demonstration, discussion, expository, exercise, and frequently asked questions. Mathematics instructional media types vary, with the aim to explain mathematical concepts. Implementation of the learning is done in three stages: the initial stage, the core stage of learning, and the final stage. (3) Evaluation Mathematics curriculum, conducted by the principal during the learning process and the end of the semester by means of observation, documentation and observation. Curriculum evaluation component comprising: a standard assessment content, assessment of learning planning, implementation of learning, assessment standards and graduation standards.
