Mathematics Curriculum Research Articles

“Empowering Students through Indigenous Knowledge: Benefits of Indigenizing Mathematics Education in Southern Province, Zambia”

This study explores the benefits of indigenizing mathematics education in Southern Province, Zambia, by integrating indigenous knowledge into the mathematics curriculum. The research aims to assess the impact of this approach on student empowerment, engagement, and academic performance. Employing a sequential exploratory mixed-methods design, the study combines quantitative data from structured questionnaires administered to 55 mathematics teachers and 271 students with qualitative data from in-depth interviews and focus group discussions involving 15 teachers, 10 parents, 6 school administrators, and 1 educational official. Findings indicate that indigenized mathematics education significantly enhances student engagement, comprehension, and academic performance. It also fosters a sense of pride and cultural identity among students, strengthens school-community relationships, and promotes community involvement in education. Despite these positive outcomes, challenges such as the need for professional development, adequate resources, and institutional support were identified. This research underscores the importance of culturally relevant pedagogy and provides practical recommendations for policymakers, educators, and curriculum developers to make mathematics education more inclusive and effective. The study contributes to the academic discourse on culturally responsive teaching and highlights the potential of indigenized education to promote educational equity and excellence in Southern Province, Zambia.

DEVELOP THE CAPACITY FOR MATHEMATICAL PROBLEM-SOLVING AMONG VIETNAMESE 5TH GRADE STUDENTS THROUGH TEACHING AND SOLVING PRACTICAL PROBLEMS

The 2018 General Education Program for Mathematics in Vietnam outlines five components of mathematical competence that need to be formed and developed for students. Mathematical problemsolving ability is one of the five competencies specified in the mathematics curriculum. This paper presents a study on mathematical problem-solving ability and proposes a teaching process to develop this competence for 5th-grade students in Vietnam through teaching practical problem-solving. The proposal is illustrated with three examples related to real-life situations in three different topics in the 5th-grade Mathematics curriculum. Through solving practical problems, students not only practice mathematical knowledge and skills but also have the opportunity to develop their mathematical problem-solving ability and apply mathematics to real-life situations.

A Practical Study on Teaching Experiential Mathematics Curriculum Based on Living Lab

A Practical Study on Teaching Experiential Mathematics Curriculum Based on Living Lab

Early Childhood Mathematics Curriculum in the light of the standards of the National Council of Mathematics Teachers

Early Childhood Mathematics Curriculum in the light of the standards of the National Council of Mathematics Teachers

Reconstruction of the Mathematics Classroom Teaching System under the New Curriculum Philosophy—Analysis Based on Compulsory Mathematics Curriculum Standards (2022)

Reconstruction of the Mathematics Classroom Teaching System under the New Curriculum Philosophy—Analysis Based on Compulsory Mathematics Curriculum Standards (2022)

Research on the Construction of Case Library for the Study of Middle School Mathematics Curriculum and Textbooks Based on the New Curriculum Reform

Research on the Construction of Case Library for the Study of Middle School Mathematics Curriculum and Textbooks Based on the New Curriculum Reform

Identifying Contextual and Moderating Components Affecting the Implementation of the Primary Mathematics Curriculum

Purpose: Given the importance of proper implementation of the primary mathematics curriculum, this study aimed to identify the effective contextual and moderating components in the implementation of the primary mathematics curriculum. Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software. Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated. Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.

The Integration of Chinese Excellent Traditional Culture into Primary School Mathematics Curriculum Dilemmas, Values, and Strategies

The Integration of Chinese Excellent Traditional Culture into Primary School Mathematics Curriculum Dilemmas, Values, and Strategies

Implementation of the Peer Assessment Model in Mathematics Learning Evaluation: An Innovative Approach

This research explores the implementation of a peer assessment model for evaluating mathematics learning as an innovative approach to enhance student understanding and classroom dynamics. Using qualitative methods, the study employs classroom observations, document analysis, and interviews with teachers and students to assess the impact of the model. Results indicate that the peer assessment model fosters student collaboration in the mathematics teaching and learning process. Improved social interaction positively influences concept understanding, with students actively contributing to building collective knowledge. Despite increasing student engagement, challenges such as unequal comprehension levels and the need for additional teacher support were identified. Adaptation for effective integration into the existing mathematics curriculum is necessary, considering students' individual differences. The research affirms that the peer assessment model not only gauges students' final understanding but also underscores the learning process itself. Emphasizing the development of interpersonal and collaboration skills leads to a dynamic learning environment. Consequently, this study recognizes the potential of the peer assessment model as an innovative evaluation tool in mathematics learning. Although adjustments and addressing emerging challenges are required, the model holds promise for significant changes in the evaluation and teaching of mathematics, contributing to a more holistic and contextual approach to learning.

Exploration of the Course “Primary School Mathematics Curriculum and Teaching Theory” on the Teaching Mode of the PAD Class Based on the Concept of OBE

Exploration of the Course “Primary School Mathematics Curriculum and Teaching Theory” on the Teaching Mode of the PAD Class Based on the Concept of OBE

Assessing the Effectiveness of Microlearning on Primary School Puipils’ Academic Performance in Mathematics in Mangu Local Government Area, Plateau State

This study assessed the effectiveness of micro learning on primary school pupils’ academic performance in mathematics in Mangu Local Government Area; Plateau State. The design adopted for the study was a descriptive survey design with four research questions and one hypothesis formulated to guide the study. The population consisted of 1,432 public primary five pupils. A sample of 190 respondents was selected to participate in the study using stratified random sampling technique. A questionnaire titled Effectiveness of Micro Learning on Public Primary School Pupils’ Academic Performance in Mathematics Questionnaire (EMLPPSAPMQ) was used for data collection. The reliability of the research instrument was obtained using Cronbach alpha method with reliability coefficient of 0.87. The research questions were answered using the mean score, while hypothesis was tested using chi-square at 0.05 level of significance. Results indicated that micro learning reduced study time and improves mathematics performance by enhancing understanding of mathematical concepts, developing problem-solving skills and critical thinking and increasing pupil motivation and engagement. Arising from these findings; it was recommended that Ministry of Education should integrate micro-learning into the primary school mathematics curriculum, to leverage digital resources for enhanced learning outcomes and Government should allocate necessary funds to ensure adequate digital infrastructure and resources for micro-learning in all primary schools.

应用型大学数学课程融合模式的探索与实践

应用型大学数学课程融合模式的探索与实践

Research on the Construction of Case Library for Master of Education Curriculum—Taking “Research on Middle School Mathematics Curriculum and Textbooks” as an Example

Research on the Construction of Case Library for Master of Education Curriculum—Taking “Research on Middle School Mathematics Curriculum and Textbooks” as an Example

Deepening Mathematical Thinking: A Study on the Examination of Higher-order Thinking Skills in the 2023 GCE New Mathematics Curriculum Paper

Deepening Mathematical Thinking: A Study on the Examination of Higher-order Thinking Skills in the 2023 GCE New Mathematics Curriculum Paper

Analyses of algebra knowledge and difficulties among Ghanaian Junior High School learners: Insights from standard-based mathematics curriculum implementation

Learners' algebra knowledge significantly determines their performance in mathematics. Based on the critical role of learners’ algebra knowledge in their mathematics achievements, the current study sought to investigate the algebra knowledge and difficulties of Junior High School learners in public and private schools in Ghana. Utilising the learning behaviour dimensions of the recently implemented standard-based mathematics curriculum in the Ghanaian context, the study employed the descriptive survey design and involved the participation of 441 learners using an achievement test instrument. The findings revealed a continuous decline in average scores and the number of learners operating at higher levels of the dimensions. Public school learners demonstrated proficiency up to the Evaluating level, whilst private school learners exhibited proficiency up to the Creating level, with private school learners exhibiting higher knowledge across all six levels and the overall algebra knowledge as compared to their counterparts in public schools. Furthermore, the study identified ten major algebra difficulties among Junior High School learners. The study provides valuable insights into the depth of algebra knowledge and specific difficulties among JHS learners in Ghana. The findings underscore the significance of teacher preparation, professional development and teaching practices in addressing the identified challenges in algebra.

Dilemma in Designing a Mathematics Curriculum: Descriptive Versus Prescriptive Approach

Developing Nepal's mathematics curriculum is a challenging task, requiring a crucial decision between prescriptive and descriptive curriculum approaches. This study examines prescriptive and descriptive curriculum approaches, their features, and their importance in developing school-level mathematics curriculum. Conversely, the Nepalese school mathematics curriculum predominantly exhibits a perspective and vertical structure. This study conducts a comprehensive comparative analysis of prescriptive and descriptive curriculum approaches, evaluating their objectives, limitations, and applicability. Based on the available literature, the study suggests that the collaborative curriculum model may be a suitable approach. This model involves the central government in curriculum benchmark design, with state governments defining specific educational goals and actively incorporating local input, ensuring a holistic approach to shaping the school math curriculum. The collaborative model shows promise in effectively addressing contemporary challenges in math teaching and learning issues in school mathematics, ensuring inclusivity and relevance for math learners, and paving the way for a brighter future. Additionally, this study highlights the importance of prioritizing learner identity, fostering ownership of learning, and addressing the unique needs of local communities, states, and the nation. This contributes to greater equity in society and globally.

A Critical Evaluation of the Four-Year B. Sc. Mathematics Curriculum at Tribhuvan University

A Critical Evaluation of the Four-Year B. Sc. Mathematics Curriculum at Tribhuvan University

Peningkatan kompetensi profesional guru SD melalui pelatihan pengembangan Iceberg matematika realistik berbasis budaya lokal

Mathematics education needs to be taught meaningfully using problem contexts and facilitating reasoning, modeling, collaboration, and connection with other mathematical concepts. This community service project aimed to train primary school teachers in developing Realistic Mathematics Education (RME) 'icebergs' utilizing the local cultural context of Magetan. Twelve primary school teachers in Magetan participated in the RME training, which focused on developing the RME 'icebergs' through exploratory and contextual approaches. The research method included face-to-face sessions, group discussions, and individual tasks to design relevant learning materials. The training results showed significant improvement in the understanding and application of RME. Before the training, teachers faced challenges in engaging students in grades 4-6 and in using local context in mathematics teaching. Post-training, 67% of the teachers demonstrated a positive change in their teaching approach, shifting from lecture and drill methods to an RME-based approach. Additionally, 50% of the participants successfully developed RME icebergs that integrated problems within the local cultural context of Magetan. The training evaluation indicated that over 50% of participants responded positively, showing increased knowledge about realistic mathematics and the application of culturally contextualized problems. The conclusion of this study asserts that the RME approach, especially when combined with local cultural context, is effective in enhancing mathematics teaching skills and enriching numeracy literacy among primary school teachers. The implications of this research suggest integrating RME into the primary school mathematics curriculum to develop critical thinking, creativity, and collaboration skills in students, in line with the demands of the 21st century

Instructional Practices of Filipino Teachers Implementing Philippine and Singapore Elementary Mathematics Curricula

According to the Programme for International Student Assessment (PISA) 2018 results, the Philippines scored the second-lowest point total in mathematics and science. Meanwhile, Singapore continues to top international large-scale assessments due to their effective instructional practices. This study aimed to analyze the instructional practices of Filipino teachers implementing the Philippine and Singapore elementary mathematics curricula as possible inputs for needed improvements in the delivery of mathematics instruction at the elementary level. Specifically, the analysis focused on the preparatory and developmental activities in the mathematics teachers’ instruction. The descriptive-comparative research method was used to determine the teachers’ instructional practices. The researchers utilized document analysis, in-depth interviews, and observations of 32 elementary mathematics teachers. Results revealed that teachers using the Philippine elementary mathematics curriculum utilized long drills, contextualized story problems, and integration of other subject areas into their preparatory and developmental activities. On the other hand, elementary teachers implementing the Singapore elementary mathematics curriculum commonly used the Concrete-Pictorial-Abstract sequence as an instructional approach and model drawing as an instructional practice in teaching mathematics. The study focused only on describing the predominant instructional approaches observed among Filipino mathematics teachers implementing the Singapore and Philippine elementary mathematics curricula, but not on testing the effectiveness of such instructional practices. Future researchers may consider including more participants and a longer duration of research to unveil mathematics teachers’ best instructional practices and to provide more accurate results.

우리나라 초등 수학 교과서에서 외적 비율을 포괄하는 비율 지도에 대한 소고

This study aimed to determine how elementary mathematics currently deals with external ratio, the ratio between two different types of magnitude, and to find ways to address it in textbooks. By examining the definition of ratios and the handling of external ratios in the elementary school mathematics curriculum and textbooks, it was found that the method of dealing with external ratios varies based on the curriculum period and is inconsistent. The suggestions derived for dealing with external ratios in elementary mathematics are as follows. First, the context of internal and external ratios needs to be explained. Second, when dealing with external ratios, the aspect of the ratio and the aspect of the third quantity should be addressed. Finally, the definition of the ratio currently presented in the context of the internal ratio should be established to encompass the external ratio.