Artículos de revistas: "Mathematics Curriculum"

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Lee, Kyungwon, Hangyun Cho y Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum". SNU Journal of Education Research 31, n.º 3 (30 de septiembre de 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.

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Ratu Sarah Fauziah Iskandar, Aji Raditya y Trisna Roy Pradipta. "ANALYSIS OF MATHEMATICS PROBLEMS IN THE 2013 CURRICULUM AND CAMBRIDGE CURRICULUM MATHEMATICS TEXTBOOKS". Kalamatika: Jurnal Pendidikan Matematika 6, n.º 1 (30 de abril de 2021): 99–110. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp99-110.

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Several factors influence the success of learning; one of them is the quality of textbooks. Textbooks have a pivotal role in learning, namely, representing the teacher's explanation in front of the class. Curricula have continuously changed because they are far from the expectations. In Indonesia, many schools have implemented an international curriculum to improve school quality. One of the curricula used is the Cambridge curriculum. This study analyzed the types of problems in the Cambridge and 2013 curriculum mathematics textbooks, especially on quadratic equations. This research utilized a six-dimensional analysis method which consists of mathematical activities, complexity level, answer form, contextual features, response types, and mathematical features. Furthermore, the data collection technique was carried out by analyzing and describing the types of questions in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The analysis focused on the quadratic equation topic in the 2013 curriculum and the Cambridge curriculum mathematics textbooks. The results shows that there is no difference between the types of problems in the 2013 curriculum and the Cambridge curriculum mathematics textbooks for quadratic equation topics. The framework of this study could be a reference for further research and used by mathematics textbook writers to create more diverse types of questions.

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Meyer, Margaret R., Truus Dekker y Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula". Mathematics Teaching in the Middle School 6, n.º 9 (mayo de 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.

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Peralta, Deise Aparecida, José Augusto Pacheco y Wagner Barbosa de Lima Palanch. "Mathematics Teachers and Curriculum: Authors or Actors?" Acta Scientiae 23, n.º 8 (29 de septiembre de 2021): 68–101. http://dx.doi.org/10.17648/acta.scientiae.6416.

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Background: Among the plurality of themes addressed by curricular studies, the nature of decision-making processes involving education professionals has guided some research agendas. Delineated by one of those agendas, this text starts by asking what the participation of teachers in processes involving curriculum is. Objective: To analyse the rationality underlying the involvement of mathematics teachers in the context of curriculum reforms in Brazil and Portugal, presenting a theoretical basis inspired by Jürgen Habermas and its suitability to discuss teachers’ participation as authors or actors of curricula reforms. Design: Reconstructive analysis of rationality according to the Habermasian discursive ethics. Settings and participants: The context of a comparative study that surveys documents and interviews with two managers of a curricular reform project in Portugal and Brazil, respectively. Data collection and analysis: Analysis of the rationality that underlies the discourse present in curriculum documents of the countries involved and interviews. Results: Centralising elements of national curriculum policies do not mean by themselves the homogenisation of curricula, the rationality that underlies how projects predict the participation of teachers express an illusory discursive varnish about “teachers actively participating,” there are spaces of micropolicies with controlled margin of changes that advocate mathematics teachers as builders of policies, but the mechanisms of external regulation contradict this. Conclusions: Historically, in both countries, the educational systems, even expressing a rhetorical discourse on autonomy and flexibility, have remained hostages to the regulation of centralist global policies.

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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee y Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science". Teachers College Record: The Voice of Scholarship in Education 117, n.º 7 (julio de 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.

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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.

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Souto, Lívia Suely, Katia Lima y Shirley Patrícia Nogueira de Castro e. Almeida. "Curriculum and Curriculum Integration: possibilities and challenges between Physical Education and Mathematics at BNCC". Revista de Ensino de Ciências e Matemática 13, n.º 6 (4 de diciembre de 2022): 1–24. http://dx.doi.org/10.26843/rencima.v13n6a02.

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By investigating the possibilities of curricular integration between Physical Education and Mathematics from the Base Nacional Comum Curricular, we defend curricular integration as an integrated approach to learning and curricula that provide students and teachers with an expansion of different ways of teaching and learning by through new alternatives in the incorporation of the knowledge of these two disciplines. From the theoretical framework adopted, which refers to reflections on curriculum and curriculum integration, a qualitative research was developed through document analysis of the BNCC as well as the possibilities of this integration based on competences. The results indicate that, in general, the BNCC does not mention the term curricular integration, but it presents evidence in this sense that lack more theoretical specificity in our view that exist and can materialize in the relations of some competences present in the BNCC between these two disciplines.

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Hatfield, Mary M. y Gary G. Bitter. "Communicating Mathematics". Mathematics Teacher 84, n.º 8 (noviembre de 1991): 615–22. http://dx.doi.org/10.5951/mt.84.8.0615.

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Affording more opportunities to engage students in thinking and communicating mathematically and integrating technology into mathematics education are clear trends in curricular reform. Recent recommendations emphasize adopting a more active, process-oriented approach to mathematics learning and teaching. The Mathematical Sciences Education Board's document Reshaping School Mathematics (1990) emphasizes that a person engaged in mathematics gathers, discovers, creates, and expresses facts and ideas about patterns. The National Council of Teachers of Mathematics in its Curriculum and Evaluation Standards for School Mathematics (1989) advocates mathematics teaching through activities that encourage students to explore mathematics, to gather evidence and make conjectures, and to reason and communicate mathematically as they discuss and write about ideas that use the language of mathematics. This vision of the classroom specifies a mathematics curriculum in which students are “doing and investigating” mathematics rather than just “knowing” mathematics.

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Brown, Stacy A., Kathleen Pitvorec, Catherine Ditto y Catherine Randall Kelso. "Reconceiving Fidelity of Implementation: An Investigation of Elementary". Journal for Research in Mathematics Education 40, n.º 4 (julio de 2009): 363–95. http://dx.doi.org/10.5951/jresematheduc.40.4.0363.

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Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a Standards-based curriculum. Specifically, we analyze videorecorded 1st- and 2nd-grade classroom lessons in terms of students' opportunities to reason and communicate about mathematics. This analysis indicates that the level of fidelity to the written curriculum differs from the level of fidelity to the authors' intended curriculum during lesson enactments. Drawing on this analysis, this article explores how curricula support and hinder teachers as they engage students in opportunities to learn mathematics and how teachers' instructional moves and choices impact the enactment of curricula.

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Fueyo, Vivian, George Roy y Phillip Vahey. "SunBay Digital Mathematics". Educational Renaissance 1, n.º 2 (19 de febrero de 2013): 103–10. http://dx.doi.org/10.33499/edren.v1i2.54.

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By leveraging the strengths and commitments of each of the partners, a university, a private nonprofit, and a middle-sized urban school district, collaborated to impact student learning of key concepts in middle-grade mathematics and to change mathematics teaching. The project targeted middle grades mathematics because success in it is the greatest predictor of later school achievement. In well-researched learning modules, students visualize, interact with, and analyze mathematical representations connected to dynamic simulations of real-life phenomena in a curricular learning system comprising dynamic technologies, curriculum replacement units, and professional development. Through planned professional development, teachers have the technological skills, pedagogical skills and mathematical content knowledge required to engage their students in an interaction between the software, the curriculum materials, and the mathematics. Student learning gains and changes in teacher pedagogical, technological, and mathematical content knowledge provide evidence of the project’s continued success after three years. Concomitant institutional changes in each of the partnering organizations attest to the project’s sustainable impact.

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Dietiker, Leslie. "Mathematical story: a metaphor for mathematics curriculum". Educational Studies in Mathematics 90, n.º 3 (11 de agosto de 2015): 285–302. http://dx.doi.org/10.1007/s10649-015-9627-x.

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Thompson, Charles S. y Edward C. Rathmell. "NCTM's Standards for School Mathematics, K – 12". Mathematics Teacher 81, n.º 5 (mayo de 1988): 348–51. http://dx.doi.org/10.5951/mt.81.5.0348.

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The National Council of Teachers of Mathematics is in the process of generating a set of Curriculum and Evaluation Standards for School Mathematics (Standards) (Commission on Standards of the NCTM 1987). NCTM has committed considerable resources to this project, anticipating that the Standards will have a pervasive effect on mathematics education during the next five to ten years. The expectation is that the Standards will influence curriculum writing at the state and local levels and that the resulting curricular changes will influence the content of textbooks adopted by states and school districts. Furthermore, the newly written curricula, together with the new Standards for the evaluation of mathematics learning, should influence the content and emphasis of local, state, and national tests.

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Davis, Ernest Kofi. "Socio-cultural issues in mathematics: A missing variable in Ghanaian basic school mathematics teacher preparation". Journal of Educational Development and Practice 4, n.º 1 (1 de diciembre de 2013): 41–69. http://dx.doi.org/10.47963/jedp.v4i.956.

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Sociocultural practices of pupils and their teachers have been positioned in literature as being asset for meaningful learning of concepts generally (Hedegaard &. Chaiklin, 2005; Fleer & Robin, 2005) and mathematical concepts specifically (Prcsmeg, 2007). This paper draws on theories on the local aspect of mathematics, and teaching and learning to ascertain how the Ghanaian College of Education Mathematics curriculum deals with these aspects. The mathematics curricula at the colleges of Education in Ghana, the methods of teaching mathematics textbook and lessons from five experienced tutors of mathematics purposely selected from five Colleges of Education in Ghana constituted the main source of data. The documents were analysed qualitatively and presented as narrative description with illustrative examples. The study revealed among others that the College of Education Mathematics curriculum does not orient trainees to appreciate the local aspect of mathematics and mathematics pedagogy and recommends the need for curriculum developers to expose trainees to social and cultural issues in mathematics and mathematics pedagogy in order to make them better prepared as mathematics teachers.

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Freitas, Adriano Vargas, Eliane Lopes Werneck de Andrade y Francisco Josimar Ricardo Xavier. "Subjectivities in curricular practices in Mathematics in Youth and Adult Education". Acta Scientiae 23, n.º 8 (29 de septiembre de 2021): 24–46. http://dx.doi.org/10.17648/acta.scientiae.6487.

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Background: The curriculum practices, especially those related to Mathematics, developed in EJA, can exert a strong influence on the students' sentiment of self-efficacy and, in turn, influence the cognitive processing of mathematical knowledge. Objective: To investigate which meanings of curricular practices in Mathematics are subjectived by EJA teachers. Design: Narratives of 5 teachers who work at EJA, whose data collection was through interviews. Environmente and participants: The research took place in a rural municipal public school located in a city in the interior of Ceará. Data collection and analysis: Textual Discursive Analysis. Results: The curricular practices developed in EJA, especially those related to mathematics, can exert a strong influence on the student's sentiment of self-efficacy and influence their cognitive processing of mathematical knowledge. The moments of collective pedagogical planning and training influence the selection of curriculum content and teaching materials, guiding the construction of the teachers' curricular practices, influencing the construction of their subjectivities, in a permanent relationship between subjects who interact and confront each other from different ways for their pedagogical work, including the support they seek from their peers. Conclusions: Thinking about the subjectivities of the actors involved in EJA should mean turning the attention to the teaching and learning processes, which encompass a range of diversities of social groups with very different cultures, expectations, ages and interests, meaning greater attention to production and implementation of appropriate curricula and teaching for these groups of students, considering their cultures, experiences and previous experiences.

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Star, Jon R., Beth A. Herbel-Eisenmann y John P. Smith. "Innovation in Curriculum: Algebraic Concepts: What's Really New in New Curricula?" Mathematics Teaching in the Middle School 5, n.º 7 (marzo de 2000): 446–51. http://dx.doi.org/10.5951/mtms.5.7.0446.

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New mathematics curricula serve middle grades students well when they provide students with richer and more accessible introductions to a wide range of mathematical content. New curricula also serve teachers well when they lead us to examine and reflect on what and how we teach. When these curricula enter our working lives and conversations, we are often forced to question exactly what is “new” about them and how this “newness” may affect our students' learning. To address this issue and, we hope, to support further reflection and discussion, we take a closer and more careful look at what is new in one middle school curriculum's approach to algebra. The curriculum we examine is the Connected Mathematics Project (CMP) (Lappan et al. 1998), particularly the eighth-grade units, but the issue of what is new in algebra is relevant to many other innovative middle school curricula, as well.

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Horton, Robert M., Traci Hedetniemi, Elaine Wiegert y John R. Wagner. "Integrating Curriculum through Themes". Mathematics Teaching in the Middle School 11, n.º 8 (abril de 2006): 408–15. http://dx.doi.org/10.5951/mtms.11.8.0408.

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Integrating mathematics, science, language arts, and social studies within the middle school curriculum can be an important and worthwhile endeavor. With integration, students realize that, at least in the real world, disciplines do not exist in perfect isolation and that the separations so often seen in school are arbitrary and, at times, unnecessary. Although any one of these disciplines can be the center of the integration, mathematics may be the most natural choice, especially when we focus on mathematical models, descriptions of real-world phenomena through mathematics. The Connections strand of Principles and Standards for School Mathematics states that students across grade levels should be able to “recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 64). Students can naturally make connections when the mathematics they are learning is presented through problems emanating from other disciplines, particularly in science. In turn, students may grasp underlying concepts of the other disciplines better when they view them through a mathematical lens.

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Buck, Robert E., Elise M. Grabner y Gary B. Roberts. "MATHEMATICS, CURRICULUM, CAREERS". PRIMUS 8, n.º 2 (enero de 1998): 184–90. http://dx.doi.org/10.1080/10511979808965894.

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Raditya, Aji, Ratu Sarah Fauziah Iskandar y Suwarno Suwarno. "Question analysis of mathematics textbook for 2013 curriculum and IB curriculum on quadratic equations". Desimal: Jurnal Matematika 4, n.º 1 (18 de enero de 2021): 21–28. http://dx.doi.org/10.24042/djm.v4i1.7501.

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The goal of this study is to compare the types of questions between the 2013 Curriculum Mathematics textbooks and the IB Curriculum on quadratic equations. The approach used in this research is a six-dimensional analysis method consisting of: mathematical activity, the difficulty level of the questions, the types of answers expected, the contextual situation, the types of responses, and the stages of the mathematical questions. The data collection technique is conducted by evaluating and explaining the types of questions. The types of questions were obtained from the 2013 Curriculum Mathematics textbook and the IB Curriculum based on a six-dimensional analysis, namely: mathematical activity, question complexity, type of answer, contextual situation, type of response, and mathematical questions. Based on the type, the results of this study show that the questions in the 2013 curriculum mathematics textbooks are more varied than the questions in the IB curriculum mathematics textbooks on the subject of quadratic equations. However, based on the number, there are more questions in the IB curriculum mathematics textbook than the questions in the 2013 curriculum mathematics textbook.

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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador y Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials". Journal for Research in Mathematics Education 49, n.º 5 (noviembre de 2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.

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Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection". Arithmetic Teacher 40, n.º 5 (enero de 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.

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Pugalee, Dalid K. "Connecting Writing to the Mathematics Curriculum". Mathematics Teacher 90, n.º 4 (abril de 1997): 308–10. http://dx.doi.org/10.5951/mt.90.4.0308.

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Writing is an important aspect of the educational process in most disciplines. The power of writing as an instrument m the mathematics curnculum was realized during the 1980s as a part of the writing-across-the-curriculum movement. This interest in writing as an important learning tool is regaining popularity as reform efforts in mathematics education call for experiences “that encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123).

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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions". Arithmetic Teacher 39, n.º 6 (febrero de 1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.

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Shealy, Barry E. "Becoming Flexible with Functions: Investigating United States Population Growth". Mathematics Teacher 89, n.º 5 (mayo de 1996): 414–18. http://dx.doi.org/10.5951/mt.89.5.0414.

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Real-world contexts are appearing more often in international curricula, and the arguments for using modeling and applications are broadening (Blum and Niss 1991). The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), suggests that modeling is a great context for developing problem-solving and reasoning skills. These types of experiences promote communication and allow students to make connections among mathematical ideas and between mathematics and other disciplines. Modeling activities are also consistent with the concept of a core curriculum, offering contexts for a variety of types and depths of problems. It is not surprising that the Curriculum and Evaluation Standards points out that students should be able to “apply the process of mathematical modeling to real-world problem situations” (NCTM 1989, 137)

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Thomas, Christine y Carmelita Santiago. "Spotlight on the Principles/Standards: Building Mathematically Powerful Students through Connections". Mathematics Teaching in the Middle School 7, n.º 9 (mayo de 2002): 484–88. http://dx.doi.org/10.5951/mtms.7.9.0484.

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Connections in mathematics can be implemented in ways that create excitement in the classroom, develop in students a love for doing mathematics, and foster students' natural inclination for pursuing mathematical tasks. According to the Curriculum and Evaluation Standards for School Mathematics, “If students are to become mathematically powerful, they must be flexible enough to approach situations in a variety of ways and recognize the relationships among different points of view” (NCTM 1989, p. 84). Principles and Standards for School Mathematics (NCTM 2000) further asserts that students develop a deeper and more lasting understanding of mathematics when they are able to connect mathematical ideas. The 1989 and 2000 Standards clearly delineate the power and importance of connections in the mathematics curriculum. This article examines and compares curricular recommendations for connections in the two documents.

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Maclellan, Effie. "Articulating ‘understanding’: Deploying mathematical cognition". Scottish Educational Review 46, n.º 2 (13 de marzo de 2014): 73–89. http://dx.doi.org/10.1163/27730840-04602006.

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Scotland's Curriculum for Excellence (CfE), constitutes the demands that teachers are supposed to meet. Its intentions for the mathematics curriculum are similar to those in many countries: that learners be sufficiently mathematically literate to use mathematics in the personal, professional and societal dimensions of their lives. But like many attempts to reform mathematical curricula elsewhere, CfE does not address the fundamental issue of mathematical understanding. Of course, learner understanding transcends the mathematical curriculum per se, but the significance of mathematical understanding for competent functioning exemplifies the imperative of teaching for understanding or 'deep learning'. The article begins with some conceptual 'ground clearing' to establish mathematical understanding as a neglected issue. It then considers what mathematical understanding is, why it is important, the increasingly important role of metacognition, and the very necessary role of teachers. At each of these points, implications for pedagogical practice are raised.

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Hamidy, Anwaril, J. Jailani y Fathur Rahman. "The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems". Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 8, n.º 1 (30 de junio de 2020): 1. http://dx.doi.org/10.33394/j-ps.v8i1.1991.

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This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.

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Schoenefeld, Dale A. y Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica". ACM SIGCSE Bulletin 25, n.º 1 (marzo de 1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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Raditya, Aji, Ratu Sarah Fauziah Iskandar y Suwarno Suwarno. "Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013". Desimal: Jurnal Matematika 3, n.º 2 (28 de mayo de 2020): 89–98. http://dx.doi.org/10.24042/djm.v3i2.5973.

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Mathematics textbooks have a significant role in mathematics teaching, and learning activities in schools and the questions contained in textbooks are usually used by students to practice independently. The purpose of this study is to analyze the types of problems in mathematics textbooks used from 2000 to 2017 in Indonesia, especially in the material of one-variable linear equations. The method used in this study is a six-dimensional analysis method, which consists of mathematical activities, the level of difficulty of the questions, the types of answers expected, contextual situations, the types of responses and the types of mathematical questions. Data collection techniques are done by analyzing and describing the types of questions in mathematics textbooks used from 2000 to 2017. The results of this study are the problems in mathematics textbooks for linear variable equations of one variable that do not have diverse types, the types of questions in textbooks are still many in the form of questions that calculate or use a variety of arithmetic operations, apply directly the basic knowledge or skills and without context in everyday life. Also, the existing questions are questions with closed answers, namely questions that only require answers without a reason and questions with a single procedure

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Ikemoto, Gina Schuyler, Jennifer L. Steele y John F. Pane. "Poor Implementation of Learner-Centered Practices: A Cautionary Tale". Teachers College Record: The Voice of Scholarship in Education 118, n.º 13 (abril de 2016): 1–34. http://dx.doi.org/10.1177/016146811611801309.

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Many school systems are adopting new curricula in response to more rigorous standards that require higher-order thinking skills. This article presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum. We found a significant negative effect on student achievement despite the curriculum's focus on learner-centered learning strategies that have previously been found to improve students’ ability to meet high mathematics standards. Our research confirms prior research that finds learner-centered instructional practices are correlated with higher student achievement. However, our findings also suggest that learner-centered curricula can actually do more harm than good when implemented poorly. We found that the cognitive demands of the curriculum coupled with teachers’ poor implementation of learner-centered instructional practices seemed to limit students’ ability to engage with the mathematical ideas. Teachers struggled to implement the curriculum because they lacked prior experience with learner-centered teaching strategies, had limited exposure to the curriculum, and were not provided with job-embedded support from principals or instructional leaders within their school. They also worked with students who were reluctant to collaborate and had low prior math achievement. Findings from this study suggest that curriculum adopters should be careful to ensure strong implementation of cognitively demanding curricula. In particular, districts and school leaders should provide intensive job-embedded professional development and support to assist teachers in achieving high implementation.

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Frykholm, Jeffrey A. y Mary E. Pittman. "Innovation in Curriculum: Fostering Student Discourse: Don't Ask Me! I'm Just the Teacher!" Mathematics Teaching in the Middle School 7, n.º 4 (diciembre de 2001): 218–21. http://dx.doi.org/10.5951/mtms.7.4.0218.

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Throughout the past several years, middle-grades mathematics curricula have undergone a significant shift. Recently developed curriculum programs based on both recommendations of the NCTM and contemporary learning theories now emphasize problem solving, critical thinking, mathematical connections, and mathematical communication in ways that they did not before. As these powerful curriculum programs continue to find a stronghold in our middle schools, new implications and roles for both teachers and students are becoming clear.

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Shomad, Zahid Abdush, Iwan Junaedi y Mulyono Mulyono. "Study Literature of Development Model of Mathematics Curriculum in Queensland". Indonesian Journal of Mathematics Education 4, n.º 1 (30 de abril de 2021): 7. http://dx.doi.org/10.31002/ijome.v4i1.4122.

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<p class="JRPMAbstractBodyEnglish">Australia grants individual states autonomy to develop school mathematics curricula. This article aims to find out a model for developing a school mathematics curriculum in Queensland. The method used in this research is Systematic Literature Review (SLR). This SLR method can be used to identify, review, evaluate, and interpret studies related to the topics discussed in this study, with specific relevant research questions. The SLR method in this research is carried out by systematically reviewing and identifying journals, which follow the steps or protocols that have been set in each process. The documents studied and researched include journals and professional scientific papers and Queensland mathematics curriculum documents for grades 11 and 12, namely the Queensland Curriculum & Assessment Authority (QCAA). Based on the results of the literature review, it was found that in Queensland, the mathematics curriculum in grades 11 and 12 is divided into three types, namely Mathematics A curriculum, Mathematics B curriculum, and Mathematics C curriculum. Each type of curriculum is developed according to the conditions and skills required by students.</p>

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31

Danişman, Şahin. "Examining Mathematics Teachers’ Use of Curriculum and Textbook". International Journal of Psychology and Educational Studies 6, n.º 3 (30 de septiembre de 2019): 61–72. http://dx.doi.org/10.17220/ijpes.2019.03.007.

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32

Litwiller, Bonnie H. y David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle". Mathematics Teacher 85, n.º 7 (octubre de 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.

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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.

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Luitel, Laxman y Binod Prasad Pant. "Images of Undergraduate Mathematics Curriculum: A Critical Self-Reflection". Mathematics Education Forum Chitwan 6, n.º 6 (31 de diciembre de 2021): 66–81. http://dx.doi.org/10.3126/mefc.v6i6.42409.

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Higher education practices in Nepal have been playing an important role to train and develop pre-service school teachers. This paper critically reflects on the curricular and pedagogical practices of mathematics education based on the first author's experiences of learning at the undergraduate level from the perspective of mathematics curriculum images and pedagogical implications. Subscribing to autoethnography as a research methodology, we analysed the first author's experiences as an undergraduate student in one of the public campuses in Nepal which point to two major images of mathematics curriculum: curriculum as a prescription and curriculum as a cultural reproduction. Considering Habermasian Knowledge Constitutive Interest as a theoretical referent, the paper concludes that the transformation of curricular and pedagogical practices in teacher education is essential. The transformative practice in teacher education is insightful to improve pre-service and in-service school teachers' pedagogical and content knowledge in Nepal.

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Post, Thomas R., Amanuel Medhanie, Michael Harwell, Ke Wu Norman, Danielle N. Dupuis, Thomas Muchlinski, Edwin Andersen y Debra Monson. "The Impact of Prior Math Achievement on the Relationship Between HS Math Curricula and Postsecondary Math Performance, Course-Taking, and Persistence". Journal for Research in Mathematics Education 41, n.º 3 (mayo de 2010): 274–308. http://dx.doi.org/10.5951/jresematheduc.41.3.0274.

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This retrospective study examined the impact of prior mathematics achievement on the relationship between high school mathematics curricula and student postsecondary mathematics performance. The sample (N = 4,144 from 266 high schools) was partitioned into 3 strata by ACT mathematics scores. Students completing 3 or more years of a commercially developed curriculum, the University of Chicago School Mathematics Project curriculum, or National Science Foundation-funded curriculum comprised the sample. Of interest were comparisons of the difficulty level and grade in their initial and subsequent college mathematics courses, and the number of mathematics courses completed over 8 semesters of college work. In general, high school curriculum was not differentially related to the pattern of mathematics grades that students earned over time or to the difficulty levels of the students' mathematics course-taking patterns. There also was no relationship between high school curricula and the number of college mathematics courses completed.

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35

Smith, K. J. y Jasmine Denyer. "Mathematics across the Curriculum". Mathematical Gazette 69, n.º 447 (marzo de 1985): 56. http://dx.doi.org/10.2307/3616463.

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Brown, Roger. "Developing Your Mathematics Curriculum". Mathematical Gazette 72, n.º 461 (octubre de 1988): 233. http://dx.doi.org/10.2307/3618265.

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Stochl, James. "Curriculum Reform in Mathematics". National Association of Early Childhood Teacher Educators Bulletin 9, n.º 2 (abril de 1988): 8–10. http://dx.doi.org/10.1080/23752599.1988.11090023.

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Mulholland, Vivienne. "Mathematics across the curriculum". Early Child Development and Care 82, n.º 1 (enero de 1992): 37–47. http://dx.doi.org/10.1080/0300443920820104.

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Cerrito, Patricia B. "Mathematics across the Curriculum". College Teaching 44, n.º 2 (abril de 1996): 48–51. http://dx.doi.org/10.1080/87567555.1996.9933426.

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40

Fujioka, Nobukatsu y Bunpot Suwannaprasert. "Japanese Mathematics Curriculum Outcomes". Journal of Educational Research 88, n.º 6 (julio de 1995): 372–77. http://dx.doi.org/10.1080/00220671.1995.9941183.

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41

Spunde, Walter G. "Challenging the mathematics curriculum". ACM SIGAPL APL Quote Quad 23, n.º 1 (15 de julio de 1992): 228–34. http://dx.doi.org/10.1145/144052.144138.

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42

Kim Sung Joon. "A Comparative Study on Laos Educational Curriculum, Mathematics Curriculum, and Mathematics Textbooks". 동남아연구 20, n.º 3 (enero de 2011): 69–107. http://dx.doi.org/10.21485/hufsea.2011.20.3.003.

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43

Şahin, İsmet. "CURRICULUM ASSESSMENT: CONSTRUCTIVIST PRIMARY MATHEMATICS CURRICULUM IN TURKEY". International Journal of Science and Mathematics Education 8, n.º 1 (18 de diciembre de 2009): 51–72. http://dx.doi.org/10.1007/s10763-009-9162-2.

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44

Reys, Barbara J. y Robert E. Reys. "One Point of View: Mental Computation and Computational Estimation—Their Time Has Come". Arithmetic Teacher 33, n.º 7 (marzo de 1986): 4–5. http://dx.doi.org/10.5951/at.33.7.0004.

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Changing curricula in mathematics is more difficult than moving an old graveyard in January. Nevertheless, cries for changing our mathematics programs are coming from many directions as ideas for a forward-looking, futuristic mathematics curriculum are offered. Although calls for specific curricular changes are varied, all seem to agree on one thing: mathematics programs must give significantly more attention to the development of skills in mental computation and estimation and much less attention to traditional written algorithms for computation.

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45

Morrow, Neil, Elizabeth Rata y Tanya Evans. "The New Zealand mathematics curriculum: A critical commentary". STEM Education 2, n.º 1 (2022): 59. http://dx.doi.org/10.3934/steme.2022004.

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<p style="text-indent:20px;">The redesign of national curricula across the Anglophone world since the 1990s is demonstrably shaped by common policy trends. Focusing on the profound and uncritiqued changes that have been implemented in New Zealand education, this paper provides a critical commentary on the characterising features of the current New Zealand mathematics curriculum, describing a context within which mathematics education at schools is severely compromised. Drawing on the evidence available from large-scale international indicators, such as PISA and TIMSS, to benchmark associated curriculum changes implemented by the New Zealand government, we hypothesise that the ongoing decline of student mathematical achievement is the result of four main interdependent features which characterise the New Zealand curriculum. The features are (1) its highly generic non-prescriptive nature, (2) a commitment to teacher autonomy in curriculum knowledge selection, (3) competency-based outcomes approach, and (4) a commitment to localisation in curriculum selection. Recognising socio-political forces and ideological and intellectual ideas associated with those forces, we discuss each characterising feature, in turn, to show how they contribute to and draw from the others to create a 'curriculum without content'. We conclude with explicit recommendations and a call for future studies to establish the extent to which each of these four features contributes to the decline of student achievement.</p>

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Szydlik, Jennifer Earles. "Photographs and Committees: Activities That Help Students Discover Permutations and Combinations". Mathematics Teacher 93, n.º 2 (febrero de 2000): 93–96. http://dx.doi.org/10.5951/mt.93.2.0093.

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The vision of Mathematics Curriculum promoted by the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) is based on two guiding principles: “First, activities should grow out of problem situations; and second, learning occurs through active as well as passive involvement with mathematics” (1989, 9). In particular, curriculum should be designed to support students in constructing their own mathematical ideas and connections. Students should solve problems, communicate ideas both orally and in writing, engage in mathematical reasoning, and search for mathematical connections.

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47

ŞENGÜL, Sare, Ezgi MANCOĞLU KAPLAN, Yavuz ATABAY, Nuran TUTKUN y Birgül YILDIZ. "INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS". IEDSR Association 6, n.º 16 (15 de noviembre de 2021): 113–34. http://dx.doi.org/10.46872/pj.412.

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With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.

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Rosa, Milton y Daniel Clark Orey. "An Ethnomathematical Perspective of STEM Education in a Glocalized World". Bolema: Boletim de Educação Matemática 35, n.º 70 (mayo de 2021): 840–76. http://dx.doi.org/10.1590/1980-4415v35n70a14.

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Abstract An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.

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Roanes-Lozano, Eugenio, Angélica Martínez-Zarzuelo y María José Fernández-Díaz. "An Application of Knowledge Engineering to Mathematics Curricula Organization and Formal Verification". Mathematical Problems in Engineering 2020 (11 de septiembre de 2020): 1–12. http://dx.doi.org/10.1155/2020/3485846.

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The authors present a theoretical proposal for the organization of mathematical contents, more precisely to curricula development formalization and formal verification, inspired by knowledge engineering techniques. The situation addressed is the following: the starting point is a mathematical “official curriculum” (or part of it), not necessarily completely detailed. In our proposal, a group of experts would have to first build a detailed formulation of this curriculum (including the “prerequisite” relation between contents), which we will denominate “preprocessed official curriculum.” We detail how any “official curriculum development” could then be rigorously formalized and formally verified in a way inspired by rule-based expert system formal verification. We have defined the following terms: “contents soundness,” “contents completeness,” “relation soundness,” “relation completeness,” and “absence of cycles.” We believe that this is a completely new formalization within mathematics teaching theory that, once computer is implemented, would be very helpful. That would be the case, for instance, in countries where government sets the “official curricula” for Primary and Secondary Education and textbook contents have to be manually checked and approved by academic authorities: evaluators would “only” have to extract the textbook contents and set the “prerequisite” relation among them and let the computer do the rest.

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Harwell, Michael, Thomas R. Post, Arnie Cutler, Yukiko Maeda, Edwin Anderson, Ke Wu Norman y Amanuel Medhanie. "The Preparation of Students From National Science Foundation–Funded and Commercially Developed High School Mathematics Curricula for Their First University Mathematics Course". American Educational Research Journal 46, n.º 1 (marzo de 2009): 203–31. http://dx.doi.org/10.3102/0002831208323368.

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The selection of K–12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation–funded or commercially developed mathematics curriculum on the difficulty level of the first university mathematics course a student enrolled in and the grade earned in that course. The results provide evidence that National Science Foundation–funded curricula do not prepare students to initially enroll in more difficult university mathematics courses as well as commercially developed curricula, but once enrolled students earn similar grades. These findings have important implications for high school mathematics curriculum selection and for future research in this area.

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