A Comparison of The Mathematical Processes Embedded in The Content Standards of Turkey and Singapore

Evrim Erbilgin

doi:10.46303/ressat.02.01.3

Abstract

This study compares Turkey's and Singapore's mathematics content standards in terms of the highligthed mathematical processes. A mathematical processes framework was employed to analyze the content standards drawing on the standards for mathematical practice defined by the Common Core State Standards for Mathematics. The standards for mathematical practice include make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, look for and express regularity in repeated reasoning. The data sources are 2013 mathematics curriculum standards of Turkey and 2013 mathematics syllabus of Singapore for grades 7 and 8. Data analysis revealed that the two countries reflected mathematical processes differently in their content standards. Some mathematical processes are not identified in Turkey's content standardsÂ while all mathematical processes are observed in Singapore's content standards. The distribution of the observed mathematical processes are also different in the two countries. Suggestions for future content standards revisions are shared in the paper.

Highlights

Curriculum standards are one of the factors that affect student learning and achievement through influencing what and how topics are to be taught in classrooms (Goertz, 2010; Pang, 2009)
Before presenting the findings about content standards, I will briefly present what mathematical processes are emphasized in the introduction part of Turkey’ curriculum standards document since it is the basic document outlining the general goals of mathematics education
The document lists problem solving, communication, reasoning, and connections as mathematical processes (MoNE, 2013). These processes are part of the process standards defined by NCTM (2000) and share some common perspectives with make sense of problems and persevere in solving them, construct viable arguments and critique the reasoning of others, use appropriate tools strategically, reason abstractly and quantitatively, look for and make use of structure, and look for and express regularity in repeated reasoning mathematical practices defined by CCSSM

Summary

Introduction

Curriculum standards are one of the factors that affect student learning and achievement through influencing what and how topics are to be taught in classrooms (Goertz, 2010; Pang, 2009). In the domain of mathematics, some curriculum standards are categorized into content standards and process standards (National Council of Teachers of Mathematics [NCTM], 2000). Content standards define what mathematical topics students are expected to learn, whereas process standards guide how students acquire mathematical knowledge. (2000), doing mathematics means formulating and solving complex problems, developing and testing mathematical conjectures, sharing and discussing mathematical ideas, recognizing and making connections among mathematical topics, and creating and using multiple representations. This type of mathematical practice is essential for developing students’ conceptual understanding of mathematics (Hiebert, 2003), process standards might contribute to increased student learning in schools. Despite the importance of process standards in promoting student performance, they are often ignored in research studies that focus on analyzing or comparing curriculum standards (Tran, Reys, Teuscher, Dingman, & Kasmer, 2016)

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