High School Mathematics Curriculum Research Articles

An Investigation of The Connection of Bloom’s Taxonomy to the Core Mathematics Curriculum for Senior High Schools in Ghana

This paper attempts to preview the connection of Bloom's taxonomy to Ghana's Senior High School mathematics curriculum. Mathematics is a vital tool for economic growth and national development as a STEM subject. Bloom's taxonomy, which presents a hierarchical model, helps educators teach school mathematics to enable students to acquire basic Knowledge known as order thinking (LOT) skills and develop higher-order thinking (HOT) skills. The analysis of the mathematics syllabus concerning Bloom's taxonomy revealed that the syllabus concentrates more on the three fundamental skills in Bloom's hierarchy of teaching and assessment. Remember 18.1%, Understand 33.3%, and Apply 29.8%, totalling 81.2%, leaving only 18.8% for the top three HOT skills. The study recommends that Ghana adopt a curriculum model that focuses on teaching transversal skills that can churn out informed citizens rather than putting students under the shackles of tests.

The influence of using Learning Videos for High School Mathematics Curriculum Subjects with Flipped Classroom Models on Learning Achievement in the UIN Walisongo Semarang

The influence of using Learning Videos for High School Mathematics Curriculum Subjects with Flipped Classroom Models on Learning Achievement in the UIN Walisongo Semarang

Connectivity and Application of the Principle of Multiple Intelligences in the Three Domains of Learning Mathematics

The study aimed to examine how Gardner's Multiple Intelligences applied to Ghana's Senior High School's core mathematics curriculum and instruction. The Core Mathematics curriculum was the primary document reviewed for the study. The action verbs used in the objective, section teacher-learner activities section, and the evaluation section of the core mathematics syllabus were identified and grouped with respect to the multiple intelligences. The analysis revealed that the mathematics curriculum was linked to several intelligences, although some intelligence was underserved. The Senior High School Mathematics Curriculum fails to consider diverse learning styles and preferences. It should provide a diverse range of topics using various instructional techniques. However, children with different intelligences should not experience mathematics as a hindrance. A re-evaluation is necessary to address these issues.

The Evaluation of using Learning Videos for High School Mathematics Curriculum Subjects with Flipped Classroom Models on Learning Achievement in the IVET University Semarang

This research deals with the development of learning video media for high school mathematics curricula using the ADDIE stage model. This model, as the name implies, consists of five main phases or stages, namely (A) analysis, (D) design, (D) development, (I) implementation, and (E) evaluation. The implementation and evaluation phase was carried out in this second year, with an expanded test carried out in the mathematics education study program at IVET University Semarang in a fun and enjoyable way, with a posttest and a user response questionnaire with the following results: Based on research at IVET University Semarang, the results of the posttest were processed using The t-test obtained a result of 0% < 5%, then H0 was rejected. This means that we accept H1, which means that the results of learning mathematics with learning video media for high school mathematics curricula are better than conventional learning models, looking at the average learning achievement in the mean column, the group statistics table, it is obtained that the average of the experimental class was 85.50 while the average of the control class was 70.42. These results show that the learning outcomes of the experimental class were better than those of the control class. R Square value is 0.825 = 82.5%. This value means that the effect of virtual lab media on learning achievement is 82.5%. In comparison, 17.5% of learning achievement was influenced by other variables outside of the independent variables in this study.
 Keywords: the evaluation, learning videos, high school mathematics curriculum; flipped classroom models

Web-Based Window Shopping: A Learning Model in High School's Mathematics Curriculum

The post-pandemic adaptation demands technological innovations in sustainable learning to support mathematics curriculums. This research aims to develop the Web-based Window Shopping (WBWS) in high school mathematics curriculum with ADDIE procedure. The data were collected through interviews, questionnaires, and tests. The stages of research comprised analysis, design, development, implementation, and evaluation. The experts' validation test results showed that the aspects of materials and medium achieved an average score of 82,75%. Meanwhile, the trial test results showed that the developed WBWS is worth implementing, with the average percentage of effectiveness reaching 83,33%. The results suggest that the creation of WBWS as a web-based learning model for mathematics curriculum is not only feasible but also meets the educational needs of high school students. Teachers and students can use this web-based learning model as an alternative for implementing the independent curriculum on mathematics learning.

교육과정 변천에 따른 고등학교 1학년 수학의 변천 분석

High school 1st year mathematics has been considered explicitly or implicitly as a common curriculum or a common subject in Korea. Which changes have occurred in high school 1st year mathematics according to changes of national mathematics curriculum? In this paper we investigate changes of high 1st year mathematics according to changes of curriculum focused on changes of contents of algebra. For this we first analyze literature including national mathematics curriculum from the 1st national mathematics curriculum to the 2022 revised national mathematics curriculum, research reports, mathematics textbooks and so on. As the result of our analysis, we identified that high school 1st year mathematics has always played a role as a basic and common subject in view of its subject name and its place in high school mathematics curriculum for each curriculum period. And we alos identified that there were some contents of algebra, that is, sequence, exponent and logarithm, etc. included in high school 1st year mathematics and 2nd or 3rd year mathematics alternately, and other contents of algebra disappeared in mathematics curriculum. Our analysis results seem to be basic data in discussing the range of contents of common mathematics curriculum for citizens in future.

An analysis and comparison of national standard high school mathematics curriculum for gifted students in Korea and China

An analysis and comparison of national standard high school mathematics curriculum for gifted students in Korea and China

고등학교 수학과 교육과정 편성·운영 현황 분석

The high school credit system, in which students select and complete subjects according to their career and aptitude based on basic knowledge and academic ability, is set to be fully introduced in 2025. In general high schools, the CSAT is the factor that has the greatest influence on the organization of unit school curriculum along with the high school credit system. Therefore, for the smooth landing of the high school credit system, it is necessary to analyze the influence of these factors on the organization and operation of the school curriculum. In this study, the current status of curriculum organization in 213 schools belonging to the Seoul Metropolitan Office of Education was investigated and the current status of curriculum organization was analyzed, focusing on the relationship with the selection tendency of optional subjects in CSAT math section. As a result of the analysis, the ratio of elective subjects in CSAT math section was highly related to the organization of class hours in the unit school curriculum. Additionally, it was confirmed that there was a higher correlation with ‘the number of opportunity units’ that students could actually choose than ‘the number of units organized’ for each subject of the unit school curriculum. The results of this study will serve as basic data for the implementation of the high school credit system according to the 2022 revised curriculum, while providing implications for the organization of elective subjects in the high school mathematics curriculum.

Examining the Integration of Model Concept Literacy in Mathematics Instruction for Junior High School Students

Compulsory Education Mathematics Curriculum Standards [1] emphasizes the core literacy of model concept, and there are many current studies around model concept, but there are few analyses aimed at the implementation of the model concept literacy of the junior high school mathematics curriculum standard in the junior high school mathematics classroom teaching, so this paper analyzes the feasibility of and strategies for the implementation of the model concept based on the connotation of the model concept and the current status quo of junior high school mathematics teaching. Teachers can take the form of collective lesson planning to strengthen the understanding of the connotation of the model concept; introduce the materials related to mathematical learning that occurs in real life into the classroom promptly, and show them to students in the classroom in a contextual way; explain the process of mathematical modeling, knowledge points, analytical ideas, and other basic knowledge, and use a variety of teaching methods such as inspirational, discursive, exploratory, and practical, to create a relaxed and free learning atmosphere; promote students' mastery of equations, inequalities, functions, and other knowledge, creating opportunities to cultivate model concept literacy, consciously carrying out practical teaching activities, improving the ability to use mathematical models to solve problems, etc., to be able to truly implement the model concept in the classroom.

Research on Implementation of Application Consciousness Literacy in Junior High School Mathematics Classroom Instruction

The Compulsory Education Mathematics Curriculum Standard (2022 Edition) proposes that the junior high school mathematics curriculum should cultivate students' mathematical application consciousness literacy in China. The classroom is the main position for students to learn mathematical knowledge, so how to better implement the cultivation of junior high school students' mathematical application consciousness literacy in classroom teaching is a key issue we need to study. This paper adopts the method of theoretical research. The first part explains the research questions. The second part analyzes the characteristics based on the connotation and requirements of application consciousness literacy. The third part analyzes the current situation of junior high school mathematics teaching. The fourth part puts forward the following training strategies to promote the implementation of application consciousness literacy: 1. Adopting a rich variety of teaching methods to stimulate the students' interest in learning; 2. Tapping into the connection between mathematical knowledge and real life to cultivate the students' mathematical vision; 3. Implementing interdisciplinary teaching to establish the connection between different disciplines; 4. Creating practical situations to enable students to form a learning style that combines theory and practice. The fifth part summarizes the full text.

Analysis of Master's and Doctoral Theses on High School Mathematics Curriculum (2015-2022)

Bu çalışmanın amacı, Türkiye’de ortaöğretim matematik öğretim programları ile ilgili yüksek lisans ve doktora düzeyinde yapılmış lisansüstü çalışmaların çeşitli değişkenler bakımından incelenip değerlendirilmesidir. Bu araştırmanın sonuçları, ortaöğretim matematik öğretim programlarının değerlendirilmesine genel bir bakış açısı sağlamasının yanı sıra güncel tez çalışmalarının eğilimlerinin belirlenmesi ve bu sonuçlara dayalı olarak program geliştirme araştırmalarına yol göstermesi açısından önemli görülmektedir. Ortaöğretim matematik öğretim programlarını değerlendirmek amacıyla tamamlanmış lisansüstü tez çalışmaları incelenerek program değerlendirme ve geliştirme süreçlerine yönelik önemli geri bildirimler verilmesi amaçlanmıştır. Bu nedenle 2015-2022 yılları arası Yükseköğretim Kurulu Ulusal Tez Merkezi’nden (YÖK) alınarak incelenen 22’si yüksek lisans ve 5’i doktora tezi olmak üzere toplam 27 tez bu çalışma kapsamında incelenmiştir. İncelenen tezlerin içerikleri, belirlenen kriterler göz önünde bulundurularak kapsamlı bir şekilde analiz edilmiş ve elde edilen tüm sonuçlar Microsoft Excel programında tablolar halinde düzenlenerek yorumlanmıştır. Bu çalışmada doküman incelemesi tekniği kullanılmıştır. Elde edilen veriler betimsel analiz yöntemi ile analiz edilmiştir. Çalışma sonucuna göre en çok tez çalışması 2019 yılında yapılmıştır. İncelenen tez çalışmalarının çoğunlukla yüksek lisans türünde yazılmış olduğu doktora türünde ise daha az sayıda çalışma yapıldığı belirlenmiştir. Yüksek lisans düzeyinde en çok çalışma Gazi Üniversitesi ve Akdeniz Üniversitesinde yapılmıştır. Ayrıca incelenen tezlerde en çok nitel yöntemin ve doküman analizinin kullanıldığı, araştırma grubu olarak daha çok öğretmenlerin tercih edildiği ve veri toplama aracı olarak dokümanların daha çok kullanıldığına ilişkin sonuçlara ulaşılmıştır. Elde edilen sonuçlara göre öneriler verilmiştir.

Determining the Most Effective Stage of the Think-Pair-Share Teaching Strategy

This investigation was carried out to examine the effect of think-pair-share on high school learners’ academic attainment in fractions and the most effective stage of the think-pair-share. Two research questions and five hypotheses guided this study. An explanatory sequential mixed method design was used. Purposive and convenience sampling techniques were used to select the first-years and the 78 participants, respectively. Teacher-made fractions achievement tests and interviews were used as the data-gathering instruments. Students’ academic achievement was analysed using independent and paired samples t-tests whilst the interview data was analysed thematically. The study found that learners who received fractions instructions using the think-pair-share model outperformed their colleagues who were taught fractions without think-pair-share. Also, the performance of students at the pair stage was higher than the performance of the same students at the think stage on the same test items. It was again found that intolerance, lack of self-confidence and inability to build consensus on the part of some students affected their performances at the pair stage. It was, therefore, concluded that Think-Pair-Share is effective in teaching fractions and that the most effective stage of the Think-Pair-Share strategy is the pair stage. It was therefore recommended that teachers be encouraged to use the think-pair-share teaching strategy in their teaching and that think-pair-share should be made to form an integral part of the Senior High School mathematics curriculum. Again, teachers and the Ghana education service should consider assessing students in pairs. Also, teachers should encourage students to be tolerant and confident in themselves.

Ortaöğretim Matematik Dersi Öğretim Programlarının Karşılaştırılması: 2005-2011-2013-2018

Curriculums are updated according to the educational needs. In the Türkiye context, the high school mathematics curriculum was last updated in 2018. This study aims to compare high school mathematics curriculum documents in Türkiye since the 2005 reform in terms of basic elements of a curriculum (general objectives, content, learning-teaching processes, and assessment-evaluation approaches). In this qualitative study, which adopted a horizontal approach as one of the approaches of comparative studies, data were collected through documents. The data consist of official documents of the high school mathematics curriculums published in 2005, 2011, 2013, and 2018. Curriculum documents were analyzed based on general objectives, contents, learning-teaching processes, and assessment-evaluation approaches of the curriculums. Findings revealed similarities and differences between the basic components and the shortcomings of the curriculums. In particular, the changes in the number of learning objectives and accordingly in the contents were discussed. The pedagogical reasons underlying the radical changes regarding adding new content or removing some content may be a matter of curiosity. Curriculum developers are suggested to include the reasons for these changes.

Design, Development and Validation of A Readiness Test for Statistics and Probability

The modern world is defined by vast amounts of data that can be accessed instantaneously because of scientific and technological developments. People must make sense of these data to make informed decisions. Statistics and Probability is one of the learning areas in the country’s Senior High School (SHS) curriculum that immerses students in problem-solving and informed decision-making activities based on various data tools and methodologies. Both national and international examinations disclose that Filipino pupils did poorly in comparison to other students from other countries. Such an issue existed before the COVID-19 pandemic. The pandemic exacerbated the situation by causing significant learning loss as a result of school closures and the abrupt transition from traditional face-to-face classes to online, modular, and hybrid learning modes. This research designed, developed, and validated a Statistics and Probability readiness test for Senior High School students to use as a tool for teachers to assess students’ prior understanding of pre-requisite concepts and skills. The test has undergone identification of pre-requisite concepts and skills, test development, first pilot testing, and finalization of test items. In identifying the pre-requisite concepts and skills, one of the authors mapped out the contents and skills from the Junior High School Mathematics curriculum that are needed in understanding the contents in the subject. Through a questionnaire, fifteen validators were asked to determine which among these identified pre-requisite skills are needed. Only the prerequisites with at least 80% agreement formed part of the design and test development. The summary of the validators’ responses showed that the pre-requisite contents and skills vary from each SHS Statistics and Probability content. An initial 80-item test was developed and subjected to validity and reliability tests. Through the discriminatory and difficulty indices, this test was reduced to a 45-item test. The final form of the test can be used to measure a student’s proficiency level in the stated pre-requisite skills. It is composed of multiple-choice items distributed along different cognitive process dimensions such as remembering (11.11%), understanding (28.89%), applying (37.78%), and analyzing (22.22%). The result of the test can be used as the basis for remediation activities and or in developing learning materials to address these learning gaps. Keywords: readiness; assessment; diagnostic test, pre-requisite skills for statistics and probability

Talking about the Present Situation, Problems and Strategies of Information Technology in the Integration of Mathematical Modeling Courses

With the development of information age in China, information technology has been widely used in mathematics education and teaching. According to the High School Mathematics Curriculum Standards (2017 Edition) issued in 2018, China's emphasis on mathematical modeling has been further enhanced, and the core quality of mathematical modeling has become one of the six core qualities. This paper analyzes the current situation and problems of the integration of information technology and mathematical modeling courses, and finally gives some strategies, hoping to have some guiding significance in the future mathematical education and teaching.

Reform Research about High School Mathematics Curriculum Standards and Analysis on Teaching Materials

Reform Research about High School Mathematics Curriculum Standards and Analysis on Teaching Materials

A Study on the Implementation of Teaching Mathematical Modeling Classes Based on Mathematical Learning Objectives

Mathematical modeling literacy is one of the six core literacies in high school mathematics and occupies an important place in the objectives of the high school mathematics curriculum. “The core element of mathematical modeling literacy is to abstract mathematically from real problems, express them in mathematical language, and construct models to solve them with mathematical methods. The STEAM education concept has received much attention in the education field because of its effective integration of “science, technology, engineering, art and mathematics” in the practice of education and teaching, which not only makes up for the shortage of traditional teaching in knowledge inquiry, but also helps to improve the problems of traditional classrooms. This paper explores the development of mathematical modeling literacy in high school by drawing on the STEAM education concept, and examines the effectiveness of the integration of the two through specific teaching cases.

The Impact of Time on Learning Outcomes: Lessons from the Delivery of High School Mathematics Curriculum in Ghana

A student’s productive learning time is proportional to the length of time they spend working during their lessons. However, it is important to remember that the issues with educational time are not just about optimizing “in-school time.” The study is prompted by the time spent in school and how it impacts students learning outcomes in core mathematics, considering two different year groups for the May/June 2013 West African Senior School Certificate Examination (WASSCE-standardized examination written by Anglophonic countries of West Africa (Ghana, Nigeria, Sierra Leone, Liberia, and the Gambia)). The study compares students’ learning outcomes in the May/June 2013 WASSCE. The study uses a descriptive survey design and conveniently collected data from 10 Senior High Schools (SHSs) in the Central Region of Ghana. The results of the study showed no statistically significant difference in core mathematics grades between students who spent four years and those who spent three years in SHS. Thus, time is not the sole determinant of a student’s learning outcome, as has been suggested by some studies.

The Evaluation of 9th Grade Mathematics Curriculum According to Cipp Evaluation Model by Teachers and Students

Bu araştırma, 2017-2018 yılında uygulanan ortaöğretim 9. sınıf matematik dersi öğretim programını ve programın uygulanışını öğretmen ve öğrenci görüşleri doğrultusunda değerlendirmeyi amaçlamaktadır. Bu araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmanın katılımcıları Siirt il merkezinde görev yapan 149 lise matematik öğretmeni ve 324 lise öğrencisinden oluşmaktadır. Veri toplama aracı olarak Fer ve Aközbek (2008) tarafından geliştirilen “Lise 1. Sınıf Matematik Öğretim Programını Değerlendirme Anketi Öğretmen ve Öğrenci Formu” kullanılmıştır. Çalışmadan elde edilen veriler SPSS paket programı ile analiz edilmiştir. Programın bağlam boyutuna yönelik öğretmenlerden elde edilen verilere göre; programdaki amaç ve kazanımların öğrencilerin gelişim özelliklerine uygun olduğu sonucuna ulaşılmıştır. Ayrıca ders içeriklerinin azaltıldığı ve içerisindeki kuramsal bilgilerin yeterli olduğu ancak kazanımlara ayrılan sürenin yetersiz olduğu sonuçlarına varılmıştır. Girdi boyutuna yönelik; kaynak ve materyallerin öğrenmeyi kolaylaştırdığı, ders kitabındaki kazanımların anlaşılır olmadığı, kitabın sıkıcı olduğu ve programın öğretmen odaklı olduğu sonuçlarına ulaşılmıştır. Süreç boyutuna yönelik; programda bireysel etkinliklere yer verildiği ve bu etkinliklerin sıkıcı olmadığı sonuçlarına ulaşılmıştır. Ürün boyutunda ise programın öğrencilerin bireysel ihtiyaçlarına cevap vermediği, ancak matematiksel beceri gelişimine katkı sağladığı sonuçları elde edilmiştir.

영국의 수학교육에 대한 고찰

This study intends to suggest implications by comparing Korea's high school mathematics curriculum with the UK's high school mathematics curriculum ahead of the 2022 revision of the mathematics curriculum. The UK has revised assessments to emphasize post-16 mathematics since 2017. Accordingly, the contents of Key Stage 4, Core Maths and A-level, which correspond to the UK high school mathematics curriculum, were examined and compared with Korean high school math subjects. In the UK, mathematics education is emphasized at the high school level. In the UK national curriculum, students’ options for mathematics were expanded. In order to prepare for the future society, new mathematics subjects and evaluations were developed and implemented, and the A-level mathematics was improved. In addition, the subject-centered content was developed and continuously handled from Key Stage 3 to the high school stage, and it was structured to facilitate the internal and external connection of mathematics by linking it with the subjects of other areas. The implications of this UK high school math education for high school math education in Korea are: First, it is necessary to think about the content of learning to prepare for the future society. Second, support for math learning and development of subjects and evaluation at the same time. Third, it is necessary to improve the statistics curriculum to improve statistics education.