Mathematics Curriculum Research Articles

Calculating the future: Mathematical curriculum in Pharmacy Technician Education

Abstract Introduction The General Pharmaceutical Council’s standards for pharmacy technician education state that the learner should be able to “accurately perform pharmaceutical calculations to ensure the safety of people”1. It is important that any calculations taught reflect current practice and ensure patient safety. Previous research identified four calculation types (moles, molarity, displacement value, dilutions) currently taught in the University of East Anglia (UEA) Certificate of Higher education in pharmacy technician practice that are rarely or never used in the workplace by pharmacy technicians2 resulting in a need to consider the inclusion of these in the future curriculum. Aim To explore whether certain calculations should continue to be taught and/or examined as part of the Certificate in Higher Education in pharmacy technician practice. Methods Ethical approval was obtained through the UEA’s school of education and lifelong research ethics subcommittee (ETH2223-0713). The project team (BS, HK) identified inclusion criteria for prospective participants as registered pharmacy technicians who are current, or previous, educational supervisors of pre-registration pharmacy technicians undertaking the UEA certificate. Prospective participants were invited via email by the project lead (BS) to take part in focus groups to discuss the calculations taught to pre-registration pharmacy technicians. Due to the small number of responses (9 total), two focus groups were undertaken (with a total of 7 participants within the groups). During focus groups, four calculation types and their teaching/assessment within the curriculum were discussed: moles, molarity, displacement value, dilutions. The group then voted to either: 1) continue teaching and examination 2) continue teaching and do not examine 3) remove from teaching/examination and teach as a post-qualification advanced course 4) remove from teaching/examination and do not teach in post-qualification. Transcripts from each focus group including the votes submitted were downloaded from the platform being used and analysed using descriptive statistics and inductive thematic analysis by the project lead (BS)3. Results Participants discussed that there was no expectation for newly qualified pharmacy technicians to be able to complete the discussed calculations in modern practice. Most agreed that that teaching the calculations would support understanding of the underlying scientific concepts but examination on the specific calculations is unnecessary. Votes highlighted the majority (4 out of 7) of participants wanted teaching to continue but not be examined for moles, molarity and dilution calculations, while there was a less consensus on displacement values, though most agreed teaching of this should not be examined. Discussion/Conclusion The changing landscape of pharmacy practice has meant that certain calculations are no longer used in everyday practice and consensus is that examining these is of no benefit to students. Teaching the theory around these calculations may still have a role in allowing students to understand the underlying concepts but examination on the student’s ability to perform these calculations is not considered necessary by workplace supervisors. One highlighted limitation of this study is the limited number of participants resulting in a small sample size to work with. Further review and a change in curriculum should be undertaken to reflect findings.

Emotional Intelligence And Mathematics Achievement Of Underachieving High Ability Senior Secondary School Students: A Perspective Of Inclusivity In Regular Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Some high ability students who show great mathematics potentials fails to perform at a level commensurate with their abilities in mathematics. Most of them lack self-efficiency, goal directedness or self-regulation skills which has resulted to poor performance in Mathematics The dwindling performance in Mathematics in both internal and external examinations among high ability students in Nigeria are not because they do not have the intellect but because of prevailing factors of emotional intelligence which influence their performance in schools. The main purpose of the study is to examined the relationship between emotional intelligent and Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. This study adopted correlational survey design which determined emotional intelligence (wellbeing, self control and sociability) as relate to Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. It was guided by three research questions and three null hypotheses. A sample of 400 Senior Secondary II students was selected from public schools using the stratified random sampling technique, school record, and teachers’ nomination checklist. Two instruments, emotional intelligence Questionnaire (EIQ) and Mathematics Achievement Test (MAT), were used for data collection. The reliability of the questionnaire, established using Cronbach Alpha with a coefficient of 81 and .84 while the reliability estimate of the high ability Students’ MAT was established through Kuder Richardson formula K-R20 which yielded .83. The hypotheses were tested using Pearson product Moment Correlation Coefficient at .05 level of significance. The findings of the study revealed that wellbeing, self control, sociability significantly relate with mathematics achievement of underachieving high ability senior secondary school students. Based on the findings of this study, it was recommended amongst others that the attributes of emotional intelligence should be taken into consideration during planning of educational curriculum so as to enrich the current Mathematics curriculum and enhance high ability students’ performance in the subject.
 

Promoting citizenship education in the mathematics curriculum: The Malawi secondary school experience

Background: Malawi recognises the importance of citizenship education (CE) as evidenced by its stated goals of education. In secondary schools, CE is offered explicitly in an elective subject called Social Studies. Consequently, some students do not study it. Mathematics is a compulsory subject; therefore, integrating CE would benefit all learners.Aim: Investigating the extent to which the Malawi secondary school mathematics curriculum promotes CE.Setting: Urban classroom with two experienced mathematics teachers.Methods: The first phase involved document analysis of the intended curriculum’s ability to promote CE. The second phase focussed on analysing mathematics lessons and how they extent they promoted CE.Results: The findings show that the curriculum promotes CE to a large extent, but this varies in the specific curriculum materials and the mathematics topics. The teaching also varies; learner-centred lessons offered more opportunities for CE than teacher-centred lessons.Conclusion: We argue that providing for CE in mathematics should go beyond listing in the school curriculum. There should be more clear guidance on how to integrate it into mathematics teaching.Contribution: Our study contributes in at least two ways: (1) Adds to literature on mathematics and CE drawn from Malawi context, which differs from contexts in most literature. (2) Adds to methodology by introducing a rating for CE in curriculum materials and analysis of lessons for CE through the lens of learner-centred continuum.

Factors Influencing Teaching Higher-order Thinking Skills among Mathematics Teachers in Malaysian Primary Schools

Integrating higher-order thinking skills (HOTS) into the mathematics curriculum has been a longstanding goal of the Malaysian education system. By recognizing its growing importance in enhancing students’ thinking abilities, this study explores the factors influencing the teaching of HOTS in primary schools across Malaysia. A quantitative research approach is used to analyze 269 randomly selected mathematics teachers from primary schools in Temerloh, Malaysia, to investigate the impact of four influencing factors: teachers’ knowledge of HOTS, pedagogical skills, attitude, and barriers to teaching HOTS. The findings from this study revealed that all four influencing factors significantly predict the teaching of HOTS among Malaysian mathematics teachers. These results hold significant promise in enriching teaching practices and fostering HOTS integration within the school context. By providing valuable insights into the dynamics of teaching HOTS, this study aims to equip teachers, schools, and administrators with essential resources to enhance students’ academic achievements. The implications of this research are far-reaching and hold the potential to revolutionize the learning and teaching landscape in Malaysia, not only in mathematics but also in other disciplines, thereby elevating the overall learning experience.

Analysis of Operation Ability Literacy in Junior Middle School Mathematics Classroom Teaching

The "Compulsory Education Mathematics Curriculum Standards (2022 Edition)" revised in 2022 clearly points out that the cultivation of mathematical operation ability is of great significance and value to the development of students' core literacy. Starting from the analysis of the connotation and requirements of mathematical operation ability literacy in the new curriculum standard, this paper analyzes the current situation of implementing mathematical operation ability literacy in the current junior middle school mathematics classroom teaching. Therefore, specific suggestions are put forward for the implementation of operation ability literacy: 1. Teachers should pay attention to the introduction in class and students' mastery of algorithms and calculation laws; 2. Teachers should standard their own problem-solving process to play an exemplary role; 3. Teachers should emphasize the principle of operation so as to encourage the students to make simple calculations; 4. In the teaching process, teachers should pay attention to guiding and questioning students, so as to promote the development of students' mathematical reasoning ability. These strategies can provide a reference for junior middle school mathematics teachers to cultivate students' mathematical operation abilities.

Application of Embodied Learning in Middle School Mathematics Education

This paper explores the application of embodied learning as a pedagogical approach in mathematics education for middle school students. The main body of the paper is organized into three essential sections. Firstly, practical strategies for implementing embodied learning are discussed. These strategies encompass teaching through body movements, employing hands-on materials, and integrating technology such as virtual reality, augmented reality, and interactive manipulatives. Secondly, the challenges and limitations faced in the context of embodied learning are examined. These include the resistance of teachers lacking professional training, the scarcity of effective teaching resources, and limitations pertaining to interactivity and student participation. Lastly, the paper emphasizes the implementation of embodied learning in the middle school mathematics curriculum. Specifically, it highlights the integration of embodied learning into lesson plans and activities, considerations for effective classroom management and instruction, and the significance of providing professional development and support for teachers. Overall, this paper provides valuable insights into the potential benefits and considerations associated with the incorporation of embodied learning in middle school mathematics education. By presenting practical strategies, addressing challenges, and emphasizing the importance of proper implementation, the paper contributes to the existing body of knowledge on this innovative pedagogy.

Comparing the integration of programming and computational thinking into Danish and Swedish elementary mathematics curriculum resources

Computational thinking has become part of the mathematics curriculum in several countries. This has led recently available teaching resources to explicitly integrate computational thinking (CT). In this paper, we investigate and compare how curriculum resources developed in Denmark — digital teaching modules — and Sweden — printed mathematics textbooks — have incorporated CT in mathematics for grades 1–6 (age 7–12). Specifically, we identify and compare the CT and mathematical concepts, actions, and combinations in tasks within these resources. Our analysis reveals that Danish tasks are oriented toward CT concepts related to data, actions related to programming, and mathematical concepts within statistics. This is different from Swedish tasks, which are oriented toward CT concepts related to instructions and commands, actions related to following stepwise procedures, and mathematical concepts related to patterns. Moreover, what is most dominant in one country is almost or completely absent in the other. We conclude the paper by contrasting these two approaches with existing knowledge on computational thinking in school mathematics.

Teachers’ Perceptions of Differentiation Following a Math Curriculum Implementation Study

By utilizing targeted professional learning and predifferentiated, tiered, and enriched mathematics curriculum, teachers gained an understanding of differentiation of content and the value of differentiating content for their students. They also reported a stronger understanding of how to differentiate content in the classroom. However, several barriers to differentiation were also reported, which may provide educational researchers and professional learning coordinators further information about what hinders teachers’ application of differentiated strategies, despite increased understanding and existing positive perceptions.

Revised national mathematics curriculum: improving competence in mathematical communication through teaching methods

The article delves into the topic of mathematical communication development, a key competence outlined in the updated National Mathematics Curriculum. It explores the integration of this competence within the context of the revised curriculum, examining relevant research on mathematical communication and teaching methodologies to foster its growth. Suggestions for pedagogical strategies aimed at enhancing mathematical communication are presented.

Pengintegrasian Nilai Karakter dan Nilai Konservasi Pembelajaran Matematika Kurikulum Merdeka di Era Teknologi Society 5.0

Education is a determinant of the quality of human resources in a nation, which can guide the nation's development in a better direction in various aspects. The implementation of the Independent Curriculum in education is in line with new concepts in the social and technological world, namely the Industrial Revolution Society 5.0, which enables humans (to utilize modern-based knowledge, one of which is in the process of implementing character and conservation values in schools. This research aims to examine the integration of character values and conservation values through independent curriculum mathematics learning in the technological era of society 5.0. The research method used is a literature study through the study of scientific articles, books, journal proceedings, and other scientific literature. The data is analyzed descriptively to determine the relationship between one aspect and another. Based on the results of the literature study, it can be concluded that character and conservation values in mathematics learning can be integrated through a fun learning process in accordance with the concept of an independent curriculum in the era of society 5.0 in 21st century learning, namely a new learning paradigm that has learning objectives, a learning process and an assessment process carried out to ensure that students' character and conservation values are achieved and realized through the pancasila student profile.

The Journey Continues: Mathematics Curriculum Analysis from the Official Curriculum to the Intended Curriculum

In this paper, we share major lessons we have learned in our curriculum analysis explorations and provide suggestions for future mathematics curriculum research. Specifically, we will discuss the successes and challenges of using comparative methods and developing analytical frameworks. Using an old Chinese saying, follow the vine to get the melon (顺藤摸瓜), our journey starts with getting a holistic picture of standards and moves to identifying a specific topic in the textbooks. We first conducted a study to compare the geometry standards of the Common Core State Standards for Mathematics (CCSSM) and the Chinese Compulsory Education Mathematics Curriculum Standards (CMCS); then we analyzed the presentation of a specific topic, triangle congruence, in multiple geometry textbooks. For each comparative study we conducted, developing the analytical framework that can be used to guide future investigations constituted a critical step in the research methodology. We have learned lessons from adapting the well-known van Hiele model, which was created for the development of geometric reasoning, into a lens for a detailed curriculum analysis. We have also learned lessons from elaborating on the key constructs from the “Mathematics Curriculum as Story” framework for coding and analysis. These lessons as well as our future directions serve as the primary focus of this paper.

Research on the Implementation of Space Concept Literacy in the Junior High School Mathematics Classroom Teaching in China

Current junior high school mathematics classrooms are increasingly focusing on the implementation of mathematics core literacy in China. Space concept literacy is one of the core literacy, so its implementation is attracting much attention. Based on clarifying the connotation and requirements of space concept literacy in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), and analyzing the highlights and deficiencies of junior high school mathematics classroom teaching, this paper puts forward four strategies for the implementation of space concept literacy in the classrooms: 1. designing life-related geometric inquiry activities with clear programs; 2. making reasonable use of objects and models; 3. adding measurement, graphing, manipulation into the teaching process; 4. flexibly using mathematics teaching software and emerging technologies to assist teaching. It is hoped that these strategies can provide ideas for the better development of junior high school mathematics teaching.

Access to senior secondary science and mathematics: examining the evidence for stratification in an Australian school system

This research investigates access to senior school science and mathematics subjects offered in the final year of secondary schooling. Using data from the most populous Australian state of New South Wales, we examine whether stratification occurs in access to science and mathematics curricula. We find that the opportunity to study these subjects differs by key school characteristics, including location, socioeconomic composition and school sector. We find that while some science subjects and entry level mathematics are offered in most schools, substantial inequalities exist in access to the most advanced level of mathematics and chemistry. School location, socioeconomic composition, enrolment size and the availability of teachers predict the probability of whether a school offers the least and most advanced science and mathematics subjects. The findings highlight that stratification in curricula offerings occurs systemically and may intensify educational inequalities.

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.

Mathematics Education Amidst the Pandemic: The Experiences of Freshmen University Students Challenged at the Margin

This phenomenography describes and analyses the experiences of geographically challenged students in learning mathematics during the pandemic. The sample includes six geographically challenged first-year Bachelor of Secondary Education University students in a public State University in the Philippines. Data is collected using a semi-structured interview guide. Data was analysed using phenomenographic data analysis. Results show that the experiences of these geographically challenged students fall within three qualitatively different categories of description. These are new modalities and new mathematics learning experiences, mathematics difficulty vis-a-vis teaching styles and struggling, coping, and persisting. Challenges like personal, financial, technological, instructional, socio-economic, and geographic location persist as they pursue education in the new normal. These students attribute course difficulty in mathematics to pedagogical aspects, teaching approaches of instructors, personally challenging situations, and the inability to blend with the trend. Hence, school administrators may strengthen the quality of mathematics instruction in the university by considering the voices of the marginalised and not just offering a one-size-fits-all policy to make the mathematics curriculum flexible, inclusive, and equitable. This will address the demands and needs of the learners, especially the geographically challenged ones.

우리나라와 캐나다 온타리오주의 초등학교 수학과 교육과정 비교 분석: 자료와 가능성 영역을 중심으로

This study compared and analyzed data and possibility among the mathematics curriculum in Ontario, Canada, revised in 2020 and the mathematics curriculum in Korea revised in 2022. To this end, the contents of the two curricula were compared focusing on the organization, timing of introduction, and content elements, and how the related contents were reflected in the textbooks were analyzed. As a result, the Ontario curriculum has a significantly higher volume and proportion of data and possibility than Korea, deals with various contents from an early stage, and repeats and expands learning contents as the grade goes up. This analysis provides important implications for revising the Korean curriculum and writing textbooks for future data and possibility.

Mathematical Misconceptions of Senior High School Students: Implications to Mathematics Curriculum

Misconceptions often pose significant barriers to effective mathematics learning. This study aimed to investigate the misconceptions prevalent in general mathematics and statistics and probability among senior high school students taught during the modular learning modality. Through a mixed-methods approach, involving quantitative surveys and qualitative interviews, mathematical misconceptions such as procedural knowledge, misapplication of formulas, internal barriers, misleading assumptions, and limited question understanding were identified. The study highlights the implications of these findings for curriculum design, teacher professional development, student-centered instruction, and the development of supplementary resources. Moreover, the study underscores the need for tailored interventions to rectify misconceptions, cultivate a deeper understanding of mathematical concepts, and foster accurate probabilistic reasoning among senior high school students during the new normal mode of instruction.

An Analysis of the Transformation Geometry of the Primary School Mathematics Curriculum According to Levels

In this study, it is aimed to examine the Primary Mathematics Curriculum (1-8th grade) according to the transformation geometry levels. In this context, the transformation geometry in primary and secondary school levels or the acquisitions related to this subject were determined. Then, the acquisitions were examined by considering the transformation geometry thinking levels defined by Soon. It has been researched that the achievements in the curriculum are related to which level and whether this level provides the qualifications. As a method, document analysis was carried out. In the research, it was determined that some gains were given in a way that was not very suitable for the hierarchical structure of the Transformation Geometry Levels. The program is examined, it is seen that the most striking shortcomings are that there is no gain at any level regarding the rotational transformation. The fact that there is no rotational transformation outcome in the mathematics curriculum at any level can be a challenging situation for the student in future learning.

Grade 3 teachers’ understanding of the implemented mathematics curriculum content

This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum content. Exploring teachers’ understanding of the mathematics curriculum content is required because understanding of content determines how teachers teach, the resources they use, and how teachers assess. It should be noted that, over time, curriculum reforms take place; and these reforms impact not only on teachers’ knowledge, expertise, or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject; in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews, and a focus-group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum content is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, common understanding to appease their societal needs, and individual understanding based on their experiences and beliefs. The study drew the conclusion that, for teachers to embrace the three propositions of understanding and identities, teachers’ natural understanding identity should be promoted. This identity is underpinned by reflective practice and adaptation to what works in their day-to-day practice as teachers.

Analysis of Algebra Questions in Curriculum 2013 and Merdeka Curriculum Mathematics Textbooks

The purpose of this study is to analyze problems in the mathematics textbook of the 2013 curriculum and the independent curriculum in algebra material. This is used to find out what students should do to answer questions on problems in math textbooks. The method used in this study is a five-dimensional analysis method, consisting of: mathematical activity, problem complexity, contextual situation, process and type of answer. Data collection techniques are carried out by analyzing and describing the types of algebra problems in the mathematics textbooks of the 2013 curriculum and the independent curriculum. The results of this study show that algebra problems in the 2013 curriculum textbooks and the independent curriculum emphasize calculating/using various calculation operations by 63.78% in the 2013 curriculum and 40.23% in the independent curriculum, direct application of basic knowledge/skills by 68.65% in the 2013 curriculum and building/making connections by 59.77% in the independent curriculum, questions without context amounted to 62.16% in the 2013 curriculum and questions with real-world context amounted to 46.55% in the independent curriculum, using mathematical concepts, facts, procedures and reasoning amounted to 76.76% in the 2013 curriculum and 58.62% in the independent curriculum, closed answers amounted to 63.78% in the 2013 curriculum and 74.14% in the independent curriculum.