Abstract
The cooperation between the Republic of Srpska, Serbia, and Montenegro has a historical context and is evident in economic, social, sports, and particularly educational activities. The result of such cooperation is reflected in the relative uniformity of certain curricula at all levels of education. This paper focuses on the similarities and differences in the mathematics curricula for early elementary education. The analysis covers the mathematics curricula for the first two years of elementary education within the educational systems of the abovementioned countries. A comparative multi-study was conducted to examine the similarities and differences in the curricula concerning general and specific goals, expected learning outcomes, and teaching topics. The units of analysis in this research are the mathematics curricula for the first, second, and third grades in the specified educational systems. Consequently, the study analyzed the learning objectives, learning outcomes listed in the curricula, as well as the number and titles of teaching topics. The results of the analysis, along with some implications and recommendations, are presented in the concluding considerations of the paper.
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