scholarly journals Comparison of Turkish and Indonesian Secondary Mathematics Curricula; Reflection of the Paradigms

2014 ◽  
Vol 152 ◽  
pp. 540-545 ◽  
Author(s):  
Budy Sugandi ◽  
Ali Delice
Keyword(s):  
Secondary Mathematics ◽  
Mathematics Curricula

How Reform Secondary Mathematics Texts Stack Up against NCTM's Principles and Standards

2001 ◽  
Vol 94 (7) ◽  
pp. 540-589
Author(s):  
Tami S. Martin ◽  
Cheryl A. Hunt ◽  
John Lannin ◽  
William Leonard ◽  
Gerald L. Marshall ◽  
...  
Keyword(s):  
Secondary Mathematics ◽  
School Mathematics ◽  
Content Standards ◽  
Distinctive Features ◽  
Mathematics Curricula ◽  
Principles And Standards

This analysis of the five NSF–funded secondary mathematics curricula describes their alignment with the Process Standards and Content Standards in Principles and Standards for School Mathematics. Distinctive features and examples are included.

Projects

1997 ◽  
Vol 90 (3) ◽  
pp. 254-255
Author(s):  
Sharon Stenglein
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
National Science Foundation ◽  
Secondary Mathematics ◽  
School Mathematics ◽  
High School Mathematics ◽  
National Science ◽  
Mathematics Curricula ◽  
High School Mathematics Teachers

ln this National Science Foundation (NFS) Teacher Enhancement Project, fifty Minnesota middle school and high school mathematics teachers are collaborating with three Saint Olaf CoUege mathematics professors to integrate inquiry-based geometry and visualization across their secondary mathematics curricula.

Sharing Teaching Ideas: Making Connections between Sequences and Mathematical Models

2000 ◽  
Vol 93 (5) ◽  
pp. 434-436
Author(s):  
Bob Horton
Keyword(s):  
Mathematical Models ◽  
Secondary Mathematics ◽  
Exponential Models ◽  
Mathematics Curricula ◽  
Almost All ◽  
Teaching Ideas

Almost all secondary mathematics curricula include linear and exponential models. More and more programs also include arithmetic and geometric sequences, as well. These topics are linked, but students often do not make the connections.

An Analysis of Secondary Mathematics Textbooks With Regard to Technology Integration

2020 ◽  
Vol 51 (3) ◽  
pp. 361-374
Author(s):  
Milan F. Sherman ◽  
Charity Cayton ◽  
Candace Walkington ◽  
Alexandra Funsch
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Mathematical Thinking ◽  
Secondary Mathematics ◽  
Learning Opportunities ◽  
Mathematics Textbooks ◽  
Considerable Influence ◽  
Entire Sample ◽  
Systematic Analysis ◽  
Mathematics Curricula

Research has demonstrated that textbooks exert a considerable influence on students’ learning opportunities and that technology has the potential to transform mathematics instruction. This brief report provides a systematic analysis of how technology tasks are integrated into secondary mathematics curricula by analyzing a sample of 20 textbooks. The results indicate that across the entire sample, nearly 15% of tasks incorporated technology, and of those, 21% used it as a reorganizer of students’ mathematical thinking; calculators were the predominant technology utilized. Investigative textbooks were not more likely to incorporate technology than conventional texts, but algebra 2 texts were more likely to include technology than geometry texts. Implications for instruction and teacher preparation are discussed.

scholarly journals Comparison of Cambridge and Indonesian Secondary Mathematics Curricula: The Mapping of Learning Materials

2020 ◽  
Author(s):  
Zainal Abidin
Keyword(s):  
Analytical Method ◽  
Secondary Mathematics ◽  
Teaching Material ◽  
Learning Materials ◽  
Planning Education ◽  
Statistics And Probability ◽  
Mathematics Curricula

Several schools in Indonesia implement a Curriculum 2013 in conjunction with the Cambridgecurriculum on learning. In curriculum documents, there are several different things especially the learningmaterials. This study was analyzed the presentation of the teaching material in Curriculum 2013 and Cambridgecurriculum so that it can be taken into consideration in policy in planning education and learning programs.Qualitative descriptive analytical method applied in this study with the activities of collecting both thecurriculum document first, then analyzed it and then explains the results of the analysis before drawingconclusions. The results showed that there are some materials in Cambridge curriculum belonging to a lowerlevel of difficulty and depth compared to Curriculum 2013. There are differences in the presentation of thematerial in the Cambridge curriculum is presented on an ongoing basis in each class. On the contrary inCurriculum 2013, the presentation of the material is really deeper in two or one particular class only thanCambridge curriculum. In addition, overall in both the curriculum, most of the material were the same andespecially, statistics and probability materials were sustainable at each level.

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