A note on curriculum development and problem-solving in mathematics

1996 ◽  
Vol 17 (3) ◽  
pp. 535-540
Author(s):  
Silvana D’Andrea
Keyword(s):  
Problem Solving ◽  
Curriculum Development

Learning progressions and the Australian curriculum mathematics: The case of statistics and probability

2021 ◽  
pp. 000494412110365
Author(s):  
Rosemary Callingham ◽  
Jane Watson ◽  
Greg Oates
Keyword(s):  
Problem Solving ◽  
Curriculum Development ◽  
Content Knowledge ◽  
Cognitive Processes ◽  
Statistical Reasoning ◽  
Learning Progressions ◽  
New Approach ◽  
Australian Curriculum ◽  
Statistics And Probability ◽  
Mathematics Curricula

Mathematics curricula have traditionally focused on content knowledge, often in the form of a scope and sequence of increasingly difficult mathematics. The importance of using and applying mathematics is recognised in the current Australian Curriculum Mathematics (AC: M) as ‘proficiencies’ that are intended to be integrated with the content. There is little support for teachers to develop these proficiencies – reasoning, understanding, problem solving and fluency. Learning progressions are sequences of learning that focus on cognitive processes, and thus provide a useful basis for curriculum development. Using an empirical Statistical Reasoning Learning Progression as an exemplar, a new approach to curriculum development is suggested that links content knowledge with the proficiencies. The outcome is a zone-based, rather than year level based, curriculum that allows teachers to target their teaching, so that students develop increasingly sophisticated understanding of statistics and probability.

Keselarasan Landasan Filosofis Buku Ajar ‘Bahasa Inggris’ Dengan Landasan Filosofis Pada Kurikulum 2013

2020 ◽  
Vol 4 (1) ◽  
pp. 64
Author(s):  
Saptin Dwi Setyo Hastuti
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Problem Solving ◽  
Curriculum Development ◽  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Character Development ◽  
Social Reconstruction ◽  
Creativity And Innovation

Philosophy is one of three aspects of curriculum development. It is used for determining the purposes and the process of teaching and learning. Considering this issue, textbooks must represent the ideas of the curriculum. It has to be developed in harmony with the curriculum’s philosophic foundation. It is to realize the purposes of teaching and learning which are emphasized on students’ critical thinking and character development. This study is aimed to reveal the philosophic foundation of Bahasa Inggris XI and its compatibility with curriculum 2013. This study was inferential content analysis. The object of this study was Bahasa Inggris XI textbook. There were two kinds of unit data, i.e. physical and referential units. The sample of this study were five main chapters and three enrichment chapters. The inferences were conducted by utilizing the linguistic and communication construct analysis. It was conducted after recording and categorizing the data. The inferences were analyzed by applying attributions analysis. There were 11 conclusions made from the analysis. Regarding the results, there were six philosophic foundations in the Bahasa Inggris textbook. They were existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. There were also six philosophic foundations in curriculum 2013. They were essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. Both Bahasa Inggris textbook and curriculum 2013 focused on developing students’ character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.

New Projects

1982 ◽  
Vol 75 (9) ◽  
pp. 781-782
Keyword(s):  
Public Schools ◽  
Problem Solving ◽  
Staff Development ◽  
Curriculum Development ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Detroit Public Schools ◽  
Teaching Of Mathematics ◽  
Cooperative Project

A cooperative project of the Detroit Public Schools, the Cincinnati Public Schools, and CEMREL, Inc., TOPS gives teachers a wealth of mathematical problem-solving activities to enrich their teaching of mathematics. TOPS has two main thrusts; curriculum development and staff development.

scholarly journals Pengembangan Kurikulum Terintegrasi DI Sekolah/Madrasah

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Khalid Rahman
Keyword(s):  
Problem Solving ◽  
Curriculum Development ◽  
Learning Process ◽  
Integrated Curriculum ◽  
Control Function ◽  
Interaction Model ◽  
Rational Model ◽  
Thematic Approach ◽  
The Mind ◽  
Rational Interaction

<span><em>The procedures and attributes are must fulfilled to integrated curriculum </em><span><em>development of schools or madrasah that consist: (1) the concept of </em><span><em>integrated curriculum development is conducted at SMAN 10 Malang, </em><span><em>consists of the integrated conception of vision and mission, institutional</em><br /><span><em>integration, the integration of curriculum and learning by models that </em><span><em>are suitable to within single disciplines, across several disciplines, and </em><span><em>inside the mind of the learner; (2) planning of integrated curriculum </em><span><em>that is used the rational-interaction model, and deductive rational model </em><span><em>to divide roles between the principal of school and the teachers, and to</em><br /><span><em>organize educational components that are supporting the integrated </em><span><em>curriculum development; (3) implementation for integrated curriculum </em><span><em>is carried out with the learning process in classroom, that prioritize the </em><span><em>methods of problem solving, project methods, teaching units, inquiry, </em><span><em>discovery, thematic approach, media of learning and sources of learning</em><br /><span><em>that are varied; (4) evaluation for integrated curriculum is conducted </em><span><em>with control function and supervision by the principal, while the teachers </em><span><em>assess students that is based on three domains, namely cognitive, affective </em><span><em>and psychomotor, then all of domains are manifested to form of test </em><span><em>instruments and non-test.</em><br /><span><strong>keywords: </strong><span><em>Curriculum Development, Integrated Curriculum</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

scholarly journals A technology enhanced course for communication incorporating empathy

2013 ◽  
pp. 359-374
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Curriculum Development ◽  
General Education ◽  
Natural Disaster ◽  
Communication Skill ◽  
Course Design ◽  
Logical Thinking ◽  
View Point ◽  
Problem Solving Process

This paper aims at the dissemination of a new course design, which reports and shares our experience of designing a new course to meet the new needs in the society. The higher education has been focusing on developing students’ logical thinking or reasoning skills through debate, believing that such skills would make the students succeed in the society after graduation. However, from the view point of resilience in the society after a natural disaster, which usually demolishes the fundamental infrastructure as well as human bonding through trust, the communication with empathy to build trust seems to play a more important role than the skill to debate. Is there any way to incorporate such advanced communication skill with empathy in the higher education responding to the current needs from the society before the students become members of the society? Kansai University has developed a new experimental course for advanced communication with empathy to be implemented in the general education enhanced with ICT. This paper reports Kansai University’s successful problem-solving process and endeavor in the curriculum development for the communication with empathy.

scholarly journals A model for curriculum development and student evaluation

2002 ◽  
pp. 79-95 ◽  
Author(s):  
Jasmina Sefer
Keyword(s):  
Problem Solving ◽  
Curriculum Development ◽  
Process Evaluation ◽  
Divergent Thinking ◽  
Student Evaluation ◽  
Theoretical Models ◽  
Service Training ◽  
Multiple Process ◽  
Current Reform ◽  
Theoretical Foundations

The paper outlines theoretical foundations for investigations to be conducted in our education, based on USA (DISCOVERY) and Yugoslav (CREATIVITY) previous projects that dealt with developing, investigating and evaluating (a) abilities of creative problem solving within seven types of intelligence after the Gardner model and (b) curriculum that provides and encourages the development of those abilities. Divergent thinking and creativity in all spheres of intellectual behavior in teaching are encouraged by introducing open-type questions, play, exploring activities and multimedia integrative-interdisciplinary thematic approach to problem solving. Multiple intelligence and a dimensional model of problem solving present theoretical foundations for curriculum development and a new qualitative approach to process evaluation of student's various abilities. Investigations should make provisions for comparing the results obtained in various cultures and for integrating best solutions into a common whole. Comparing the results of cultures and testing theoretical models and instruments for the evaluation of students are the outcomes essential to the science of pedagogy. Curriculum development oriented to problem and divergent thinking in different areas, intellectual functioning, and enrichment of the choice of instruments for multiple process evaluation of students can also significantly contribute to the current reform of Yugoslav school, development of student abilities and teacher education and in-service training.

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