Abstract
A comparative study of current mathematics curricula for grades 6‐12 of Florida (USA) with Tamil Nadu (India) reflects likenesses and differences in the curricula of both states. Likenesses appeared more frequently than were expected; differences were more apparent at the higher levels than at the lower levels. The course outlines/syllabi of each of the grades/standards were analysed in detail and compared for the topics covered in each distinct area. One of the major observations is that mathematics content is treated differently, especially after the eighth grade/standard. In Florida, the subjects are taught in separate units, i.e. algebra, geometry. In Tamil Nadu, the content is taught as strands of knowledge beginning in standard 6 and continuing through standard 12. Further research suggested by this study includes an investigation of the curriculum effectiveness by a survey of selected samples of student population and teachers in both states to determine success rates in the mastery of the mathemat...
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