Goals of the national mathematics curriculum of Pakistan: educators’ perceptions and challenges toward achievement

2020 ◽  
Vol 35 (1) ◽  
pp. 159-172
Author(s):  
Shahid Hussain Mughal ◽  
Muhammad Mujtaba Asad ◽  
Donnie Adams
Keyword(s):  
Content Knowledge ◽  
Mathematics Teachers ◽  
Research Study ◽  
Mathematics Curriculum ◽  
National Curriculum ◽  
Problem Solving Skills ◽  
Math Curriculum ◽  
Content Type ◽  
Primary Level ◽  
Knowledge Reasoning

PurposeThe national mathematics curriculum of Pakistan has emphasized on improving content knowledge, reasoning abilities and problem-solving skills of students about thinking, communicating and solving mathematics (national mathematics curriculum of Pakistan, 2006). Whereas, there is a need to understand the point of view of teachers about the challenges they face in achieving the goals of national mathematics curriculum. This will help leading teacher training institutions to revisit their math teacher continuous professional development (CPD) programs and facilitate school leadership in improving the quality of math education in rural schools of the province. However, the purpose of this research study is to figure out the challenges that teachers are facing while achieving the goals of the national curriculum by teaching mathematics at the primary level in educational institutes of Pakistan.Design/methodology/approachIn this research study qualitative research approaches have been utilized, in which focus group discussions (FGDs) were used as data collection techniques. Furthermore, thematic analysis of the data led toward the development of four overarching themes such as teachers' knowledge about mathematics curriculum, challenges relating to mathematics content and pedagogy, difficulties in developing conceptual understanding and designing lesson plans to address students' diversity.FindingsThe overall findings of this research study suggested that the majority of teachers are facing difficulties in mathematics content teaching such as decimal fraction, unitary method, measurement principles, practical geometry and data handling. Moreover, teachers are also facing challenges and difficulties in developing hands-on and minds-on activities in the teaching of mathematical concepts to the students of primary level in educational institutes of Pakistan.Practical implicationsThis research study will facilitate the teachers and stakeholders to address the problematic issues in the domain of content delivery of mathematics. Whereas, this study recommends educating teachers about national mathematics curriculum and to develop a CPD framework for mathematics teachers for the enhancement of their pedagogical content knowledge. The study also recommends orientating school heads about the different aspects of math curriculum so that they can mentor math teachers in achieving math curriculum goals.Originality/valueThis is the first research study of its nature, which targets and highlights the teacher's perceptions toward the achieving the goals of national mathematics curriculum of Pakistan and addressing the pedagogical challenges faced in mathematics teachers. There is a dearth of studies in mathematics education in Sindh province. The issue is of immense importance, the findings will help teachers to improve mathematics instructions at primary level.

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

scholarly journals Curriculum of Mathematics in Pakistan and International Standards: A Comparative Study

2018 ◽  
Vol III (II) ◽  
pp. 273-300
Author(s):  
Hafiz Mohammad Ather Khan ◽  
Muhammad Tahir Khan Farooqi ◽  
Shahid Mehmood
Keyword(s):  
Comparative Study ◽  
Research Study ◽  
Mathematics Curriculum ◽  
National Curriculum ◽  
Main Tool ◽  
Secondary Level ◽  
International Standards ◽  
Text Book ◽  
Level Of Education ◽  
The Subject

Curriculum which is considered as the main tool education cannot remain the same endlessly. With the expansion of spectrum of knowledge, upgrading of the curriculum is needed with the passage of time. It is nevertheless, the timely updates and restructuring of curriculum can enhance the standard of education. It is therefore, change in curriculum and comparative analysis of the curriculum has been a hot debated topic not only in Pakistan but also all around the world. Current design of the study can be used to analyze the curriculum of mathematics for secondary level of education prescribed by the Punjab Text Book Board. The sole purpose of this comparative study of mathematics is to better analyze the policy objectives of the subject of mathematics curriculum for education at secondary level in Pakistan. Secondly, the study was aiming to analyze curriculum processes while referring to certain objectives, content, methodology and assessment techniques. Thirdly, this research study was aiming to critically review the subject matter of mathematics while highlighting the strengths and weaknesses of the subject of mathematics taught at secondary level of education in Pakistan. Fourth, the aim of this research study is to explore the suggestions of curriculum specialists about the salability of the value of mathematics curriculum in education of secondary level in Pakistan. Fifthly, the study used to recommend measures to upgrade the curriculum of mathematics implemented for secondary school education in the country. The population under study comprised of teachers, students, opinion of national curriculum professionals and materials provided about the mathematics curriculum from the Curriculum Bureau in Provinces of Pakistan. Suggestions and recommendations are provided in the end of the research study while better concluding the results and findings in the end of the paper.

scholarly journals Developing mathematics teachers’ pedagogical content knowledge in lesson study

2016 ◽  
Vol 5 (3) ◽  
pp. 212-226 ◽  
Author(s):  
Aoibhinn Ni Shuilleabhain
Keyword(s):  
Pedagogical Content Knowledge ◽  
Teacher Learning ◽  
Empirical Evidence ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Content Type ◽  
Pedagogical Content ◽  
Primary Mathematics ◽  
Knowledge Of Content

Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.

Embedding employability within higher education for the profession of policing

2019 ◽  
Vol 9 (3) ◽  
pp. 319-328
Author(s):  
Ian Pepper ◽  
Ruth McGrath
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Research Study ◽  
Longitudinal Research ◽  
Evidence Base ◽  
Content Type ◽  
Educational Provision ◽  
Professional Body ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to evaluate the impact of an employability module, the College of Policing Certificate in Knowledge of Policing (CKP), on students’ career aspirations, their confidence and wish to join the police along with the appropriateness of the module. This will inform the implementation of employability as part of the College of Policing-managed Police Education Qualifications Framework (PEQF). Design/methodology/approach A three-year longitudinal research study used mixed methods across four points in time to evaluate the impact on students studying the employability module. Findings The research suggests that the employability-focussed CKP was useful as an introduction to policing, it developed interest in the police and enhanced the confidence of learners applying to join. Lessons learnt from the CKP should be considered during the implementation of the PEQF. Research limitations/implications The ability to generalise findings across different groups is limited as other influences may impact on a learner’s confidence and employability. However, the implications for the PEQF curriculum are worthy of consideration. Practical implications As the police service moves towards standardised higher educational provision and evolution of policing as a profession, lessons can be learnt from the CKP with regards to the future employability of graduates. Originality/value Enhancing the employability evidence base, focussing on policing, the research identified aspects which may impact on graduates completing a degree mapped to the PEQF. The research is therefore of value to higher education and the professional body for policing.

Knowledge management

2014 ◽  
Vol 14 (1) ◽  
pp. 108-134 ◽  
Author(s):  
Morteza Shokri-Ghasabeh ◽  
Nicholas Chileshe
Keyword(s):  
Knowledge Management ◽  
Success Factors ◽  
Research Study ◽  
South Australia ◽  
Lessons Learned ◽  
Extensive Literature ◽  
Management Support ◽  
Content Type ◽  
Critical Success ◽  
Methodological Triangulation

Purpose – A research study has been undertaken at the University of South Australia to introduce application of lessons learned process in construction contractors ' bidding process in the context of knowledge management. The study aims to identify barriers to effectively capture lessons learned in Australian construction industry and how knowledge management can benefit from lessons learned application. Design/methodology/approach – The research study has been undertaken through conducting a “methodological triangulation” and “interdisciplinary triangulation”. This involved an extensive literature review of knowledge management, organisation learning, lessons learned and associated processes and administration of a questionnaire to a sample of construction contractors operating in Australia to elicit opinions on the main barriers to capturing lessons learned, practices such as existence and retention of documentation procedures. A total of 81 useable responses were received from 450 organisations. Response data were subjected to descriptive and inferential statistics with correlation analysis to examine the strength of relationship among the barriers. Findings – The top-3 barriers to the effective capturing of lessons learned were “lack of employee time”, “lack of resources” and “lack of clear guidelines”, whereas, “lack of management support” was the least ranked barrier. The study established that despite the majority of the ACCs having formal procedures for recording the tenders submitted and their outcomes, only a minority actually retained the lessons learned documentation for each project. The larger contractors were found to be more aware of the importance of lessons learned documentation. A comparative analysis with previous studies also found a disparity in the ranking of the barriers. Research limitations/implications – The majority of the participants were small construction contractors in Australia. The reason is that the researchers were not aware of the contractors ' size prior to inviting them for participation in the research study. Second the findings may not generalize to other industries or to organisations operating in other countries. Originality/value – The findings of this survey help ACCs to understand the importance of lessons learned documentation as part of lessons learned implementation and identify the barriers to effectively document their lessons learned. The study provides insights on the barriers and proposes advocated solutions in form of drivers and enablers (critical success factors) of organisational learning capturing among the Australian construction contractors. By reviewing the current literature, “post-project reviews” and “lessons learned” as important elements of organisation learning knowledge transfer, are addressed. Finally, contribution of this study to knowledge and practice has been discussed in this paper.

Elucidating technology-based social entrepreneurs’ scale and scope perspectives: a study of environmental and organizational variables

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Som Sekhar Bhattacharyya
Keyword(s):  
Social Entrepreneurship ◽  
Research Study ◽  
New Ventures ◽  
Theoretical Perspective ◽  
Two Dimensions ◽  
Government Support ◽  
Social Entrepreneur ◽  
Social Entrepreneurs ◽  
Content Type ◽  
Social Venture

Purpose The purpose of this paper was to ascertain how social entrepreneurs were required to recognize their new ventures’ scope and scale of operations. The firm boundary was based upon two dimensions, namely, the scope of the offering and its scale. The objective of this research was to ascertain the thinking regarding this of social entrepreneurs engaged through technology-based social entrepreneurship (TBSE). Design/methodology/approach This study conducted an in-depth interview of 26 technology entrepreneurs engaged in social entrepreneurship ventures in India. The interview was carried out based upon a semi-structured open-ended questionnaire. This study undertook thematic and relational content analysis to develop a model of technology-based social entrepreneurs’ venture scoping and scaling. Findings This study found that the antecedent variables were the level of support perceived by social entrepreneur from government and at the industry level. Furthermore, the variables’ entrepreneurial and market orientation of social entrepreneurs were found to be the independent variables. These four variables in turn determined the explorative and exploitative horizon of the technology-based social entrepreneurs. Finally, an interplay of these variables ascertained the perspectives of social entrepreneurs engaged in TBSE regarding the notion of their firm’s scope and scale. Research limitations/implications The theoretical insights developed in this research study provided an integrated theoretical perspective accommodating both environmental perspectives (industry support and government support) and organizational perspectives (entrepreneurial and market aspects). This was in context of TBSE. Practical implications The insights from this research study could provide a robust and comprehensive understanding to social entrepreneurs regarding the strategic thinking towards scale and scope for a technology-based social venture. Originality/value To the best of the author’s knowledge, this study was one of the first theoretical works in TBSE towards scaling versus scoping perspectives.

An institutional perspective on the selection and use of accounting textbooks: the case of universities in Indonesia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Irsyadillah Irsyadillah ◽  
Mohamed Salem M Bayou
Keyword(s):  
Liberal Education ◽  
Accounting Education ◽  
Institutional Pressures ◽  
Theory Approach ◽  
Structured Interviews ◽  
Institutional Perspective ◽  
Problem Solving Skills ◽  
Content Type ◽  
Qualitative Research Design ◽  
The People

Purpose This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting education to provide both discipline-specific skills and liberal education. Design/methodology/approach This paper adopts a qualitative research design to collect data through semi-structured interviews with 33 accounting educators across Indonesia. This study uses the institutional theory approach to explain how accounting textbooks are selected and used to meet the objectives of accounting education at universities. Findings The study provides evidence of the adoption of a systematic procedure for the selection of recommended IFA textbooks. The selection was driven by the technical-regulatory objective of providing technical training. This objective also guides the use of the recommended textbooks. In a sense, accounting educators were more concerned about responding to institutional pressures of preparing accountants for work in the accounting industry rather than providing students with a liberal education that promotes critical thinking and problem-solving skills. Research limitations/implications This study focuses on the selection and use of IFA textbooks. Further research should examine the contents of various accounting textbooks and obtain feedback from the people involved in the publication of the textbooks. Originality/value The findings of this study have important implications for accounting educators. They can use these findings to improve their selection and use of accounting textbooks.

Pandemic meaning making: messing toward motet

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mary Beth Schaefer ◽  
Sandra Schamroth Abrams ◽  
Molly Kurpis ◽  
Charlotte Abrams ◽  
Madeline Abrams
Keyword(s):  
Participatory Research ◽  
Research Method ◽  
Design Methodology ◽  
Research Team ◽  
Research Study ◽  
Literacy Practices ◽  
Meaning Making ◽  
Musical Form ◽  
Content Type ◽  
At Home

Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions. Findings The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles. Originality/value In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

Appreciative inquiry's potential in program evaluation and research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dana M. Griggs ◽  
Mindy Crain-Dorough
Keyword(s):  
Program Evaluation ◽  
Public Education ◽  
Research Study ◽  
Design Stage ◽  
Research Approach ◽  
Evaluation Tool ◽  
Content Type ◽  
Educational Partnership ◽  
Data Saturation ◽  
Applications Of Ai

PurposeThe purposes of this paper are to provide a description of AI and to document and compare two applications of AI, one in program evaluation and another in an applied research study.Design/methodology/approachFocus groups, interviews and observations were used to gather rich qualitative data which was used to detail Appreciative Inquiry's value in evaluation and research.FindingsAI aided the researcher in connecting with the participants and valuing what they shared. In both studies, the use of AI amassed information that answered the research questions, provided a rich description of the context and findings, and led to data saturation. The authors describe and compare experiences with two applications of AI: program evaluation and a research study. This paper contributes further understanding of the use of AI in public education institutions. The researchers also explore the efficacy of using AI in qualitative research and recommend its use for multiple purposes.Research limitations/implicationsLimitations occurred in the AI-Design Stage by using a positive viewpoint and because both program and partnership studied were new with limited data to use for designing a better future. So, the authors recommend a revisit of both studies through the same 4D Model.Practical implicationsThis manuscript shows that AI is useful for evaluation and research. It amplifies the participants' voices through favorite stories and successes. AI has many undiscovered uses.Social implicationsThrough the use of AI the authors can: improve theoretical perspectives; conduct research that yields more authentic data; enable participants to deeply reflect on their practice and feel empowered; and ultimately impact and improve the world.Originality/valueAI is presented as an evaluation tool for a high-school program and as a research approach identifying strengths and perceptions of an educational partnership. In both studies, AI crumbled the walls that are often erected by interviewees when expecting to justify or defend decisions and actions. This paper contributes further understanding of the use of AI in public education institutions.

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