Abstract
Early grade education is basic and necessary for preparing students for their future education and life. Therefore, paying attention for early grade mathematics education has a multidirectional contribution to the quality of education in a country. This study investigated Ethiopian early grade mathematics curriculum organization in relation to its responsiveness to children learning progression. In this study a qualitative research approach was employed. 4 early grade mathematics teachers participated in evaluating the early grade mathematics curriculum (minimum learning competency (MLC) document, syllabus, and flowchart document). In addition, two educational experts at the regional education bureau and the Ministry of Education (MoE) participated in the study. The data were collected through interview and document analysis by using content analysis protocol developed by adapting the national guideline for preparing and evaluating teaching-learning materials (Taye, 2011), mathematics content analysis (Aggarwal, 2009; Hashmi, Hussain, & Shoaib, 2018), and learning progression responsive curriculum (Bristow & Patrick, 2014; Council, 2007; Duschl, Maeng, & Sezen, 2011; Popham, 2007; Sáez, Lai, & Tindal, 2013; Simon, 1995; Wilson & Bertenthal, 2005). The study revealed that there are considerable gaps in the early grade mathematics curriculum in relation to responding to children learning progression at the level. The study recommends special focus to be given for children learning progression and alignment of curricular materials when developing early grade mathematics curriculum. The study further suggested developing a learning progression document, based on research evidence that can be used as a guide for the textbook and other curricular materials development. Keywords : Curriculum organization, Early grade mathematics, Learning progression DOI: 10.7176/JEP/12-25-03 Publication date: September 30 th 2021
Highlights
Organization of a curriculum is central for effective execution of the curriculum, and scope and sequence are core elements in it as they help to understand children’s development in learning and to scaffold (Davis et al, 2017)
This study focusing on early grade mathematics curriculum of Ethiopia saw the organization and presentation of contents and whether these respond to children learning progression
The concept of the relative position of numbers is very important for children to have a deep understanding of the concept and application of numbers, the findings show that the concept of the relative position of numbers is not discussed in the early grade mathematics curriculum
Summary
Organization of a curriculum is central for effective execution of the curriculum, and scope and sequence are core elements in it as they help to understand children’s development in learning and to scaffold (Davis et al, 2017). As the students advance from grade to grade, it is expected that they understand more about the world and about themselves, and this can be supported by a curriculum which is organized by considering students’ learning progression at the level. Learning progression is an important concept that has to be considered in developing curricular materials at any level of education because it can inform content selection and their flowchart, techniques of teaching and learning, and level-appropriate assessment (Sáez et al, 2013). The early grade is a foundational level for children's future success; the idea of learning progression is necessary for effective mathematics learning at the level. This study is, made to explore the Ethiopian early grade curriculum organization and forward inputs for further elaborations of the curriculum and reform
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