School calculus curriculum and the Singapore mathematics curriculum framework

ZDM ◽  
2021 ◽  
Author(s):  
Tin Lam Toh
Keyword(s):  
Mathematics Curriculum ◽  
Curriculum Framework

scholarly journals A Proposal for a Problem-Driven Mathematics Curriculum Framework

2013 ◽  
Vol 10 (1-2) ◽  
pp. 469-506
Author(s):  
Judith S. Zawojewski ◽  
Marta T. Magiera ◽  
Richard Lesh
Keyword(s):  
Mathematics Curriculum ◽  
Curriculum Framework

Reflections and Deflections of Policy: The Case of Carol Turner

1990 ◽  
Vol 12 (3) ◽  
pp. 247-259 ◽  
Author(s):  
Deborah Loewenberg Ball
Keyword(s):  
Mathematics Curriculum ◽  
The State ◽  
Second Grade ◽  
Policy Initiative ◽  
Grade Teacher ◽  
Curriculum Framework ◽  
Mathematical Pedagogy

This article presents a case of Carol, an accomplished second grade teacher who was disposed to teach in ways that seem consistent with the California Mathematics Curriculum Framework. Her approach-grounded in her conceptions of mathematics and her notions about how children learn mathematics—seemed, however, to have been virtually untouched by the policy initiative. Her practice, reflecting glimmers of the new ways, somehow also deflected them. Because the visions of mathematics and mathematical pedagogy represented in the Framework are multiple, Carol could be seen at once as complying with the Framework, or as subtly contradicting it. This raises questions both about the intentions of the Framework and about the nature of this reform. Would a state like California be happy if it could move all teachers to where Carol is? Alternatively, do the state policymakers want to change all teachers-those in the mainstream and on the fringe? The case highlights the complexity of the changes implied by California’s curriculum Framework and the difficulties inherent in communicating those changes in ways that can influence both pedestrian and accomplished practice.

scholarly journals O ensino de estocástica no currículo de Matemática do Ensino Fundamental no Brasil The Stochastic Teaching in the Mathematics curriculum of Elementary School in Brazil

2017 ◽  
Vol 19 (3) ◽  
pp. 13
Author(s):  
Ailton Paulo de Oliveira Júnior ◽  
Roberta De Cássia dos Anjos
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Mathematics Curriculum ◽  
Statistics Education ◽  
National Level ◽  
Ecological Perspective ◽  
Anthropological Theory ◽  
Curriculum Framework ◽  
Curriculum Guidelines ◽  
K 12

O objetivo desse trabalho foi determinar as relações estabelecidas entre os documentos de orientações curriculares no Brasil em nível nacional, voltados para os alunos e professores, considerando o Ensino de estocástica no Ensino Fundamental e fundamentados na Teoria Antropológica do Didático (TAD) e sua perspectiva ecológica. Formulamos o ecossistema do Ensino de estocástica na Educação Básica considerando o Guidelines for Assessment and Instruction in Statistics Education - GAISE. Os resultados apontam que há um “norteamento” isolado quanto ao ensino de Estatística, Probabilidade e Análise Combinatória, não convergindo para o ensino da Estocástica. Mas, acreditamos na expectativa da inclusão da Educação Estocástica nos currículos de formação de professores de Matemática, metodologicamente e na prática.The purpose of this paper was to determine the relationships established between the curriculum guidelines documents in Brazil at national level, aimed at students and teachers, considering Stochastic Teaching in Elementary School and based on the Anthropological Theory of the Didactic (TAD) and its ecological perspective. We formulate the ecosystem of Stochastic Education in Guidelines for assessment and instruction in statistics education (GAISE) Report: A Pre-K-12 Curriculum Framework. The results indicate that there is an isolated "orientation" regarding the teaching of Statistics, Probability and Combinatorial Analysis, not converging to the teaching of Stochastics. But, we believe in the expectation of including Stochastic Education in the curricula of teacher training in Mathematics, methodologically and in practice.

Vocational Colleges Curricula: A Comparative Study between Malaysia and Nigeria

2019 ◽  
Vol 2 (4) ◽  
pp. 90-96
Author(s):  
Halliru Shuaibu ◽  
Siti Hajar Mohd Amin ◽  
Sarimah Ismail ◽  
Yusri Kamin
Keyword(s):  
21St Century ◽  
School To Work ◽  
Job Requirements ◽  
Transmission Of Knowledge ◽  
Evaluation Strategies ◽  
Key Points ◽  
Curriculum Framework ◽  
Vocational Colleges ◽  
Wealth Generation ◽  
Effective Transmission

The aims of Vocational Colleges (VCs) are to give training and impart necessary skills leading to the production of craftsmen who will be enterprising and self-reliant. Many developing countries face the problem of unemployment among graduates; this may not be far from curricula modules mismatching job requirements. The scenario of low participation of private sector in skills development of graduates exists in Nigeria as a result of which the needs of local industries is not met. The objective of this paper is to compare the curriculum framework, courses/subjects-matter, aims, modes of transaction, and evaluation strategies in VCs in Malaysia and Nigeria. The methodology used in this study involved gathering previous studies on comparative analysis in education through Google Scholar, Science Direct, and JSTOR. Related Procedia were also retrieved from Elsevier. Literatures show that students have to adapt with 21st century knowledge, skills, innovative practice and competence as key points to job creation and wealth generation. The findings of this paper show that the curriculum structures in VCs in Malaysia are more updated than in Nigeria. However, curricula in VCs in Malaysia and Nigeria still need some improvements in entrepreneurship skills. This is necessary for effective transmission of knowledge and skills from school to work environment in the 21st century.

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