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1.
Phuntsho Dolma David Nutchey James J. Watters Vinesh Chandra 《International Journal of Science and Mathematics Education》2018,16(3):581-602
Reform of mathematics education has been in focus in many countries including those in major economic transition. This paper reports a segment of a study which was conducted in Bhutan, where a reformed elementary mathematics curriculum has been recently introduced. The reformed curriculum is based on social constructivism and its design has been influenced by the USA’s National Council of Teachers of Mathematics (NCTM) standards. This paper reports upon the planned teaching of a sample of elementary (primary) teachers in their implementation of the reformed curriculum. The data for this part of the investigation were aggregated from a qualitative survey of randomly selected elementary school teachers (N = 72) from 40 schools across the country. A set of 3 analytical rubrics, based on intentions embedded in the curriculum, was developed to analyse the alignment of teachers’ planned sample learning activities with the intentions of the curriculum. Our conclusions are that while the curriculum’s intentions might be meaningfully stated in the curriculum documents, implementation remains problematic because there appears to be a mis-alignment between curriculum intentions and classroom practices. For instance, teachers by not adopting evidence-based approaches recommended in the curriculum document and are continuing to deny students opportunities to achieve deep understanding in achieving national priorities. This paper also argues that the proposed analytical rubrics may be of value for Bhutanese mathematics educators and, with minor modification, educators in other contexts, as they critique planned and actual practices. 相似文献
2.
The passage of No Child Left Behind and the Individuals with Disabilities Education Act has strengthened the conditions for instructional accountability for all learners. The standards‐based approach promulgated by curriculum and state assessments is central to the accountability of conditions in today's schools; however, national and state data continue to document a performance gap between students with learning disabilities (LD) and their nondisabled peers. Building on 5 years of experience in developing and testing the Blending Assessment with Instruction Program in mathematics, we present three basic principles that are essential to ensuring that students with LD achieve curriculum standards: (1) instruction must be aligned with curriculum standards, (2) teachers' content knowledge is essential to translating curriculum standards into aligned instruction, and (3) instructional methodology should receive greater attention during teacher preparation. 相似文献
3.
Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects.
As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary
mathematics was redeveloped taking into consideration constructivist theory of education. The purpose of this study is to
assess the qualities of the 2004 mathematics curriculum using a goal-oriented curriculum evaluation model in which the intrinsic
value of the curriculum is examined in terms of its qualities and success depending on teachers’ perspectives, as they are
one of the most important elements of the teaching–learning situation. The results show that the qualities of the 2004 mathematics
curriculum match the criteria of a constructivist curriculum as set out in the literature. Also, the level of performance
expected from the teachers’ perspective as those who instruct in the curriculum is very high. The results point to the fact
that the 2004 mathematics curriculum may be considered as a positive change even if there is room for improvement in all aspects. 相似文献
4.
A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised. 相似文献
5.
Immaculate Namukasa 《Interchange》2004,35(2):209-227
This essay reviews the principles motivating contemporarycritical mathematics discourses. Drawing from varied critical discourses including ethno-mathematics, critical theory, post-structural theory,
and situated and ecological cognition, the essay examines the pragmatics of critiques to the privileged role of school mathematics
in the era of globalization. Critiques of modern school curricula argue that globalization practices linking education to
technological and economic development are increasing, and the curriculum is being re-defined through discourses of privatization,
national standards, and global competitiveness. Globalization has reinforced the utilitarian approach to school mathematics
and the Western bias in the prevailing mathematics curricula, as well as helped to globalize pervasive mathematical ideologies.
In most instances, a newfound status that mathematics is enjoying in this era of globalization is not well deserved, as school
mathematics can no longer be considered culturally, socially, politically, nor economically neutral. In particular, school
mathematics is increasingly critiqued as a cultural homogenizing force, a critical filter for status, a perpetuator of mistaken
illusions of certainty, and an instrument of power. With such concerns it is becoming more evident that mathematics learning
and education have implications for building just and democratic societies. As an African female scholar who is now living
in Canada, I reflect on what the critical stance might mean for contexts with which I am familiar. I discuss the challenges
of school mathematics with a view to improving curriculum and pedagogy so as to raise the awareness of teachers and learners
to the questionable assumptions from which mathematics derives its prestige. The mathematics curriculum is central to cultivating
values as well as fostering the conscientization of learners. 相似文献
6.
This paper reports on a series of statistical analyses carried out on some of the National Curriculum tests in mathematics for 11-year-olds in England. In England all 7-, 11- and 14-year-olds are tested in English, mathematics and science (11- and 14-year-olds only). The tests for 11-year-olds are very high stakes, in that the results are published in a school-by-school basis in newspapers etc. The analyses were prompted by the suggestion (from governmental organisations) that the balance of the curriculum content in the mathematics tests should be changed to accommodate better the require ments of the government-initiated National Numeracy Strategy. The analyses were carried out on two datasets, involving nationally representative samples of 11-year-old pupils. The analyses reveal some interesting patterns of change in the overall outcomes when Handling Data questions were statistically replaced by Number items of various kinds and also some interesting changes at the individual level, which could potentially affect the Level outcomes of a significant number of children nationally. However, the final conclusion reached is that, given an appropriately sized and structured pool of items across the curriculum content areas, tests can be constructed which are of an appropriate level of difficulty and discrimination power and which still allow year-on-year calibration of the national standards in mathematics. 相似文献
7.
The current study focuses on results from a national survey of special education mathematics teachers in secondary psychiatric schools. A total of 115 (33.04%) respondents completed a mail or online survey concerning school-level mathematics curriculum and assessment policies and practices. No statistically significant differences existed between respondent and nonrespondent schools on demographic variables. Results indicate a disconnect between the mathematics curriculum and state assessments. Approximately half teachers responded that their school relies on standard district or state curriculum, and the curriculum and instructional materials are aligned with assessments to a great extent. Only about 40% and 30%, respectively, reported that schools are supervised and teachers are provided professional development to facilitate the alignment of curriculum with state assessments to a great extent. Additional results and implications are discussed. 相似文献
8.
Carol Tieso 《The Teacher Educator》2013,48(3):199-213
Abstract A renewed emphasis on standardized achievement tests has left teachers bewildered about what to teach and how to teach it. This article attempts to address that issue. Modified or enhanced mathematics instruction was the focus of this study based on two factors: national concerns over students’ achievement in mathematics and technology and the existence of an identified, national set of standards for mathematics instruction. Qualitative methodology was used to address research questions. Teachers involved in the study were trained in the different elements of curriculum modification practices and had one additional hour of orientation to the mathematics unit used in the study. Results of this study suggested that a modified or enhanced curriculum unit alone, with appropriate, escalated learning goals (Schunk, 1996) and authentic resources and products (Renzulli, 1977) can create substantial interest, motivation, and a perceived value in learning for students of all ability levels. 相似文献
9.
Drew Polly 《课程研究杂志》2017,49(2):132-148
With the adoption of new content standards, teachers are often left without adequate curriculum resources. This study examined how educators used their curricular resources to teach new mathematics standards in the USA. Analyses of open-ended survey responses from 257 teachers and teacher–leaders in Grades 3 through Grade 5 indicated that every educator reported supplementing their districts’ or schools’ primary curricular resources with other materials. These supplements primarily included resources found for free on websites and resources that claimed to be aligned to the new standards, but varied in terms of alignment to national standards for effective mathematics curriculum. Implications for this study include further research on how teachers make decisions regarding curriculum resources as well as increasing teachers’ access to quality curriculum materials that can support students’ mathematical learning. 相似文献
10.
The National Curriculum was introduced into British primary schools in 1989 to raise standards of attainment, especially in the basic skills of English and mathematics. Other steps taken to raise standards included putting basic skills at the heart of the school curriculum and teacher training and publishing school performance tables to focus attention on standards. What has been the effect of these measures on children's mathematical attainments? This paper analyses the mathematics standards of eight cohorts of Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) (n = 1502) who had all done Mathematics 7 from 1989–1996. Examination of the means of the standardised mathematics scores for each cohort reveals evidence of stable standards in attainment over the 8 years. There are fewer over‐achievers than one would expect and this indicates that less children in this sample are doing really well than was the case when the test was standardised. Discussion centres on the cost effectiveness and utility of the National Curriculum, assessment procedures and the publishing of school performance tables in raising mathematical standards at Key Stage 1. The need for an effective system for monitoring educational standards throughout the UK is raised. 相似文献
11.
Minglin Li 《Discourse: Studies in the Cultural Politics of Education》2017,38(5):713-726
The scale of English language education in China is astounding, but recent research has shown that the latest national English education policy for Chinese schools has not been implemented successfully due to various reasons. One reason given for the lack of success is the impracticability of the top-down policy itself excluding teachers’ involvement and neglecting the contextual constraints. Building on the theoretical framework of multi-levelled actors in language planning and language policy, and drawing on some key concepts in relation to power in Critical Language Policy research, this paper explores how a national English language curriculum that emphasizes the international standards and norms in curriculum design has been enacted, ineffectively, by the key stakeholders through analysing the specific roles of three groups of key stakeholders involved in the English as a foreign language curriculum policy implementation. 相似文献
12.
Patrick Griffin 《Asia Pacific Education Review》2007,8(2):233-249
This article reports the results of a national survey of mathematics achievement at the end of primary school in Vietnam.
A sample of more than 72000 students were assessed from 61 provinces. The items were matched to the Vietnam Mathematics curriculum
for Year 5 students. Using a skills audit of the items, a variable of Vietnamese mathematics development was defined following
an item response analysis of the data. Findings reveal that the levels of mathematics achievement were relatively high and
that the mathematics curriculum was closely aligned with international trends in mathematics for primary school. There were
some areas of concern in that lower achievement levels were persistently aligned with low socio economic groups and these
were typically located in three regions of Vietnam, heavily populated by ethnic sub-groups.
The views expressed in this paper are those of the authors and do not claim to represent the views of the Vietnamese Government
in any way. The article is based on a World Bank project (in Vietnam) on achievement at the end of primary school. 相似文献
13.
Tineke Brunfaut Luke Harding 《Assessment in Education: Principles, Policy & Practice》2020,27(2):215-231
ABSTRACTIn the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the Épreuve Commune for English, a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg’s unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities. 相似文献
14.
最新2011年澳大利亚全国统一数学课程标准征求意见稿的特点是:由各州制订过渡到全国统一;由过细的学习水平划分过渡到学段划分;各学段的学习要求明确;数与代数、测量与几何考虑了各州和地区已有课程标准,加强统计与概率内容。对我国数学课程建设的启示是:根据学生身心发展特点划分学段;注意学段内不同学习水平的划分;处理好继承和发展的关系。 相似文献
15.
中小学数学课程标准(教学大纲)中对“问题提出”的相关要求影响教科书的编写、教师的教和学生的学。采用内容分析法,对10份涉及“问题提出”的中小学数学课程标准(教学大纲)进行编码,通过定量、定性统计分析发现,中小学数学课程文件中对“问题提出”重视程度逐渐提高,建构起了从宏观到微观的“问题提出”体系;内容表述由单一逐步转向综合;目标要求由模糊笼统趋向于明确具体。未来还需要提高数学课程标准中“问题提出”的实践性;增强课程标准和教科书中“问题提出”的一致性;促进教师成为好的“问题提出”者。 相似文献
16.
Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts. Specifically, 27% of the U.S. participants did not set any goals for mathematics, and 20% did not use a curriculum or any resources. In contrast, 3% of the Chinese participants fell into each of these categories. Second, early childhood mathematics content in the United States appears to be broader and less differentiated by age group than in China. Lastly, emerging curriculum (mathematics learning that emerges from children's play, activities, and routines) is the prevailing approach for 3- and 4-year-olds in the United States. In comparison, mathematics-specific teaching is the primary, but not sole, form of instruction in China. Practice or Policy: These findings have important implications for implementing the Common Core mathematics standards in the early years. 相似文献
17.
Raymond W. Francis 《Journal of Science Teacher Education》1996,7(1):75-81
Summary It is always important to remember that science and mathematics are forever tied together by context and application. Science is the application of mathematical theory and understanding, and mathematics is the language and primary tool of science. As teachers and teacher educators, we should help our students see the connection between content and concept, rather than their separation.Through the use of the Connections Matrix described in this article, the standards can be addressed in the classroom and connections established across the curriculum as an individual or with a partner. The process can be established as a regular part of the planning process and help guide educators to implement effective activities which embed the standards and connections within the curriculum, rather than as an add-on or supplemental program. In short, this is the right way to accomplish the goals of connecting the curriculum and implementing the national mathematics and science standards. 相似文献
18.
Ashley Lewis Presser Margaret Clements Herbert Ginsburg Barbrina Ertle 《Early education and development》2015,26(3):399-426
Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum. 相似文献
19.
The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993 ), the National Science Education Standards (National Research Council, 1996 ), and most state frameworks and likely to appear in any middle‐school science curriculum material. Nonetheless, while topics such as photosynthesis and cellular respiration have been taught for many years, research on student learning indicates that students have difficulties learning these ideas. In this study, nine middle‐school curriculum materials—both widely used and newly developed—were examined in detail for their support of student learning ideas concerning matter and energy transformations in ecosystems specified in the national standards documents. The analysis procedure used in this study was previously developed and field tested by Project 2061 of the AAAS on a variety of curriculum materials. According to our findings, currently available curriculum materials provide little support for the attainment of the key ideas chosen for this study. In general, these materials do not take into account students' prior knowledge, lack representations to clarify abstract ideas, and are deficient in phenomena that can be explained by the key ideas and hence can make them plausible. This article concludes with a discussion of the implications of this study to curriculum development, teaching, and science education research based on shortcomings in today's curricula. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 538–568, 2004 相似文献
20.
Abstract During the past two decades, the debate over a national curriculum has been the subject of much controversy in the United States. However, this debate, part of a much larger debate over the broader goals of public education, has inevitably clashed with the long‐held American notion of local control of schools. The purpose of this article is to present a brief historical overview and identify some issues which continue to feature prominently in the ongoing debate over national and state curriculum standards. The authors focus on curriculum standards for history. A case‐study of this specific debate will reveal some of the major issues which have surfaced in the broader debate. 相似文献