Mathematics Curriculum Development Research Articles

Analisis Keberhasilan Implementasi Model Pembelajaran Berbasis Proyek dalam Pembelajaran Matematika Tingkat Perguruan Tinggi

This study aims to analyse the successful implementation of project-based learning model in mathematics learning at university level. Literature studies and field observations were conducted to evaluate the implementation of project-based learning models in several higher education institutions. The results showed that the implementation of project-based learning model in mathematics learning in higher education has positive impacts, among others: 1) increasing students‘ active involvement and motivation in the learning process, 2) developing mathematical competence, critical thinking skills, and other 21st century skills, 3) encouraging meaningful and contextualised learning, and 4) improving students’ collaboration and communication skills. However, there are some challenges in its implementation, such as: lecturer readiness, resource availability, and curriculum adjustment. The implication of the results of this study is the need for innovative mathematics curriculum development, increased lecturer competence, and adequate institutional support to optimise the implementation of project-based learning in higher education. This study provides valuable insights for mathematics education practitioners in designing and implementing student-centred learning oriented towards the development of 21st century competencies.

직업계고 화공계열 전문교과 학습 요소에 기반한 화공 기초수학 교육과정 개발 연구

직업계고 화공계열 전문교과 학습 요소에 기반한 화공 기초수학 교육과정 개발 연구

Reform and Development of Compulsory Junior Secondary Mathematics Curriculum in International Perspective

Reform and Development of Compulsory Junior Secondary Mathematics Curriculum in International Perspective

Examining the Role of Domain‐General Skills in Mathematics Learning and Intervention Response in Kindergarten

AbstractEffective early mathematics instruction is critical to support long‐term mathematics achievement. Given that student response to typical instruction varies, a range of mathematics interventions have been developed to support foundational mathematics development. However, not all students respond to these interventions. To better understand factors associated with intervention response, the current study explored how domain general cognitive skills were associated with intervention response for 621 kindergarten students with or at risk for mathematics difficulties. Results indicated that although domain general skills were associated with mathematics achievement, there was no evidence of differential response to intervention based on cognitive skills. When examining differences while holding initial mathematics skill constant, there was a non‐significant, but potentially important pattern of students with higher domain general skills demonstrating greater mathematics gains as a result of intervention participation. Implications for mathematics intervention and curriculum development, including potentially impactful instructional approaches and cognitive scaffolds are discussed.

From Linearity to Rhizomatic Network: Content Organisation in Curriculum Development in Mathematics

Background: The Mathematics curriculum expresses the control and power materialised in the teaching programmes through the presentation and approach of the contents and in the didactic and methodological guidelines. Objective: To explore references that guide the meanings of content organisation in the form of activities in curriculum development. Design: Discussion from the perspective of theoretical study anchored in the qualitative research approach. Settings and participants: Theoretical discussion that did not involve participants as research collaborators. Data collection and analysis: Critical reading and theories of the curriculum field and its implications for the proposals to educate through mathematics, considering curricula as operators of principles and practices. Results: The linear organisation operates the technical curriculum, leading to experiences of control and maintenance of the power that knowledge provides, while the organisation as a rhizomatic network provides the curriculum as a product of social demands, placing mathematics at the service of learning. Conclusions: The contradictions of principles and practices when mathematically educating indicate the relevance of studying and discussing curricula and how to organise the contents to create the conditions for the production of thought and criticism by Mathematics.

Exploring Teachers’ Experiences on the Nature of Mathematics based on their Curricular and Pedagogical Practices: A Phenomenological Inquiry

The school mathematics curriculum development process in Nepal is still conventional. Contextualized mathematics teaching and learning has not been the priority of school education of Nepal. Majority of the school mathematics teachers in Nepal still conceptualize the mathematics and mathematics curriculum from the conformist approach. Thus, this paper aims to explore mathematics teachers’ experiences on the nature of mathematics focusing on their curricular and pedagogical practices based on the research question how mathematics teachers experience the nature of mathematical knowledge during their curricular and pedagogical practices. Ernest’s and Luitel’s nature of mathematical knowledge has enabled me to evaluate teachers’ experiences towards the nature of mathematical knowledge and Habermas’s theory of knowledge constitutive interest has guided the research for knowledge and implied others’ concept. The study has relied on the phenomenological approach and reflected the experiences of four mathematics teachers. The paper concludes that mathematics curriculum guided by emancipatory interest as well as practical interest promotes counter-hegemonic vision of teaching and learning mathematics and might develop critical consciousness. Critical consciousness embedded mathematics curriculum helps students and teachers to unpack the cultural nature of mathematics education and taken-for-granted assumptions about teaching and learning through critical pedagogy.

Mathematical Laboratory: Semiotic mediation and cultural artefacts in the mathematics classroom

Aim of this presentation is to summarize the influence of Tamas Varga on the Italian research and practice concerning didactics of mathematics since the 70s of the 20th centuries. While being in Budapest for the Conference I noticed that this influence was not known by most Hungarian mathematics educators. I guess that also in Italy, only the teacher educators of my generation know Varga’s influence on the teaching and learning of mathematics in primary school. Hence I start from a brief summary of development of mathematics curriculum in Italy (mainly in primary school) in the last decades of the 20th century. I focus some elements that may be connected with Varga’s influence and, later, some recent development of them.
 Subject Classification: 97G20, 97-U6, 97A40

교육과정 총론과 각론 문서 체재의 일관성의 기제: 호주와 일본 수학과 교육과정 개발 절차를 중심으로

교육과정 총론과 각론 문서 체재의 일관성의 기제: 호주와 일본 수학과 교육과정 개발 절차를 중심으로

Teachers’ Interactions with Curriculum Materials in Mathematics Education

From the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics.

Empirical evidence of the impact of lesson study on students’ achievement, teachers’ professional learning and on institutional and system evolution

AbstractIn this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two‐year mathematics curriculum development project that later evolved into three self‐sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation.

Designing a curriculum based on four purposes: let mathematics speak for itself

ABSTRACT Trends in curriculum reform recognise the need to develop skills and competencies in addition to specifying what knowledge should be taught and when. However, a balance between skills and knowledge is sometimes difficult to achieve. In this paper which takes mathematics as the focus, we consider reform currently underway in Wales, from the perspective of a ‘knowledge approach’ and from the perspective of the Successful Futures report which is, we argue, driven more by a skills approach at the heart of which are ‘four purposes’: developing young people as ambitious, capable learners; enterprising, creative contributors; ethical, informed citizens; and healthy, confident individuals. Our interest is in the contribution that mathematics makes to the four purposes; and contribution that the four purposes make (or do not make) to the development of a school mathematics curriculum. After outlining the background and context, the paper consults literature and experts to consider what mathematics is and how the learning of mathematics can be seen to fulfil the four purposes. The study contributes to understanding the difficulties of re-contextualising school subjects from the academic disciplines and proposes that operating with a curriculum driven by big ideas or overarching statements places higher demands on teacher knowledge.

Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose

Increasingly, policymakers seek to improve the quality of teaching through curriculum innovations and continuing professional development (CPD) programmes. However, engagement by schools and teachers varies owing to mediating influences of neoliberal policies. In this article, we contribute to understanding how these tendencies affect participation. Problematising the notion of context, we examine ways in which systemic influences interacted with participation in a government‐funded mathematics professional and curriculum development programme and also with participants’ purposes.A three‐level clustered Randomised Controlled Trial (RCT) and an implementation and process evaluation were augmented by in‐depth case studies, cross‐case analysis and the application of theoretical constructs to interpret findings. Theories of capital, figured worlds and systemic coupling are utilised to theorise the context.Different levels of engagement are partly explainable by: the interaction of schools’ relative systemic advantage and disadvantage; their orientation and coupling to performativity regimes; and the alignment or dissonance between continuing professional development or change programmes and the pedagogical and CPD cultures and purposes of the ‘actors’ (schools, departments and teachers). Performativity concerns restricted what were considered legitimate outcomes in some case study schools. This depended on teachers and schools’ positioning in terms of relative degrees of systemic privilege or disadvantage—understood as economic, cultural, social and symbolic capital—and also in terms of figured worlds and system coupling. The case studies provide insights into how collaborative professional learning can be fostered more productively. Methodologically, we demonstrate the power of combining methodologies and applying explanatory social theory to augment quasi‐experimental paradigms.

Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus

Preliminary e ects of mathematics curriculum development for primary school student teachers in Sárospatak Comenius Campus

文字・文字式のよさを感得させるカリキュラム開発に関する研究 : 中学校1年生の文字・文字式の「よさ」感得の特性について

文字・文字式のよさを感得させるカリキュラム開発に関する研究 : 中学校1年生の文字・文字式の「よさ」感得の特性について

High School Mathematics Curriculum Development Integrated with Character Education Within Project Assessment as Spiral System Leveled

The purpose of this research are: (1) description of characteristics and (2) validate thesenior hight school of mathematics syllabus integrated character education with the project assessment, (3) test the effectiveness of the learning material of function in class X. Testing procedure of syllabus and learning used research development of Borg & Gall (1987). The data were processed with descriptive analysis, statistical test t test and regression. The results obtained by the integration of the 10 characters on the senior hight school of mathematics syllabus show a valid syllabus by experts with an average score of 4 (both categories), the maximum score of 5. Test implementation on learning reach effective: (1) the percentage of learners achieve mastery learning by 89, 5%; (2) an increase of characters curiosity of learners of meeting 1 to 2, up to 3, up to 4 each score gain of 0.17; 0.30; 0.31; (3) the influence of the curiosity of students to the learning outcomes of 48.9%, (4) the average learning outcomes of students experimental class (77.2) is better than the control class (76.2). Thus, each character can bring a change in behavior according to the character programmed and observed in the learning process in focus. Coordination learning at every level stated in the syllabus.

Vietnamese students’ problem-solving skills in learning about error of measurements

Problem-solving is one of the ten core competences that Vietnam’s new comprehensive general education program after 2018 focuses on. Based on the following findings that (a) in the history of mathematics, error and statistics have a closely related relationship with each other but in the current mathematic curriculum, they are taught separately, and (b) in Vietnam, there has not been any research on teaching error of measurements in the current curriculum, this research focuses on assessing Vietnamese students’ problem-solving skills in dealing with errors using statistical tools. The research was conducted following two paralleled approaches: (1) analyzing academic materials according to praxeological organization in relation to components of problem-solving skills so as to clarify the formation and development of problem-solving skills through the education system, (2) building an experiment of processing errors using statistical tools that students have learned in the curriculum and evaluating the degree of problem-solving skills of a sample of 201 students randomly chosen in Ho Chi Minh City. Research results show that although processing errors using statistics has been presented in Mathematics and Physics textbooks, the majority of student failed to propose a solution in the experiment. The research questions the practical teaching of teachers and teacher training in pedagogical universities as well as provides an evaluation of the reality of the current educational system, contributing to the development of mathematics curriculum and textbook composition after 2018.

Mathematics engagement in an Australian lower secondary school

The importance of actively engaging in mathematics discourse in order to learn mathematics is well recognized. In this paper, I use Basil Bernstein’s concepts of pedagogic discourse to document and analyse academic learning time of students in Years 8 and 9 at a suburban lower secondary school: in particular, for what proportion of class time students reported being academically engaged, their explanations for this engagement and how they felt about the discourse. It was found that many students had disengaged from mathematical endeavour as a result of the failure of the instructional discourse either to engage students or to serve the purpose of developing discipline-specific content knowledge. The reasons for this relate to the overemphasis on mundane mathematics resulting in some students lacking the cognitive tools to engage with the concepts and having neither the intrinsic nor instrumental motivation to persist with secondary school esoteric mathematics. The implications for mathematics curriculum development are discussed.

The Use of Technology Based Tools in Mathematics Teaching at One University in South Africa

Technology has impacted every aspect of the human lives and as lecturers within Higher Education the researchers need to ensure that they are capable of transforming human practices to suit the requirements and learning styles of the technology savvy students. Moreover, research has shown positive developments in the teaching of mathematics through the use of technology based tools, thus, this qualitative study explored the lecturers' views on the use of technology in mathematics teaching. This study was located at one university in KwaZulu-Natal (KZN), South Africa and was framed within the ambits of teacher1 knowledge. Qualitative data was collected during the 2013 and 2014 academic year from 12 mathematics and mathematics education lecturers via a questionnaire and semi-structured interview schedules. Thematic coding and interpretive techniques were used to analyze the data gathered. The findings are important for advancing mathematics curriculum development and may be useful to mathematics lecturers at institutes of Higher Education.

The Use of Technology Based Tools in Mathematics Teaching at One University in South Africa

Technology has impacted every aspect of the human lives and as lecturers within Higher Education the researchers need to ensure that they are capable of transforming human practices to suit the requirements and learning styles of the technology savvy students. Moreover, research has shown positive developments in the teaching of mathematics through the use of technology based tools, thus, this qualitative study explored the lecturers' views on the use of technology in mathematics teaching. This study was located at one university in KwaZulu-Natal (KZN), South Africa and was framed within the ambits of teacher1 knowledge. Qualitative data was collected during the 2013 and 2014 academic year from 12 mathematics and mathematics education lecturers via a questionnaire and semi-structured interview schedules. Thematic coding and interpretive techniques were used to analyze the data gathered. The findings are important for advancing mathematics curriculum development and may be useful to mathematics lecturers at institutes of Higher Education.

Development of Mathematics Curriculum to Promote Learning and Innovation Skills of the 21st Century through the Application of Lesson Study

Development of Mathematics Curriculum to Promote Learning and Innovation Skills of the 21st Century through the Application of Lesson Study