Comparing school mathematics curriculum between Switzerland and Indonesia

Comparing a curriculum with the other more developed countries is essential for benchmarking the quality of education in the country. Switzerland deserves to be the object of comparison with the world's second-ranked Human Development Index. This article aims to compare the current curriculum in Indonesia, namely the 2013 curriculum, with the current curriculum in Switzerland, especially on school mathematics. The focus of the comparison lies in (1) school mathematics curriculum and (2) school mathematics content. This research is a qualitative research type of library research. We conducted a literature study, paid attention to the relevance of the literature, and analyzed it using data presentation, data reduction, and concluding. The results showed that with the education system in Switzerland, which emphasizes vocational education, the school mathematics curriculum places more emphasis on problem-solving. The contents are numbers, algebra, geometry, probability and statistics, changes and relationships, and problem-solving. Meanwhile, in Indonesia, the school mathematics curriculum is designed for every level of education with problem-based learning, project-based learning, and discovery learning models. School mathematics content includes numbers, algebra, geometry, relations and functions, statistics, and probability.

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Problem Solving in the Singapore School Mathematics Curriculum

Mathematics Education in Singapore - Mathematics Education – An Asian Perspective ◽

10.1007/978-981-13-3573-0_7 ◽

2019 ◽

pp. 141-164 ◽

Cited By ~ 1

Author(s):

Tin Lam Toh ◽

Chun Ming Eric Chan ◽

Eng Guan Tay ◽

Yew Hoong Leong ◽

Khiok Seng Quek ◽

...

Keyword(s):

Problem Solving ◽

Mathematics Curriculum ◽

School Mathematics ◽

School Mathematics Curriculum

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The fourth operation is not fundamental—fractional numbers and problem solving

The Arithmetic Teacher ◽

10.5951/at.22.1.0028 ◽

1975 ◽

Vol 22 (1) ◽

pp. 28-32

Author(s):

Marilyn J. Zweng

Keyword(s):

Elementary School ◽

Problem Solving ◽

Mathematics Curriculum ◽

School Mathematics ◽

Elementary School Mathematics ◽

Fractional Numbers ◽

School Mathematics Curriculum

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

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Welcome to Our Focus Issue on Problem Solving

Mathematics Teacher ◽

10.5951/mt.96.8.0529 ◽

2003 ◽

Vol 96 (8) ◽

pp. 529

Keyword(s):

Mathematics Education ◽

Problem Solving ◽

Word Problems ◽

Mathematics Curriculum ◽

School Mathematics ◽

National Council ◽

Seminal Work ◽

Strong Case ◽

School Mathematics Curriculum

THE CALL FOR THIS FOCUS ISSUE BEGAN BY reminding readers that in 1980, the National Council of Teachers of Mathematics made a strong case for including problem solving in the mathematics curriculum. Problem solving was not a new topic at that time—after all, George Pólya published his seminal work, How to Solve It, in 1945. However, the 1980 Agenda for Action publication marked the beginning of a period in mathematics education when the processes of problem solving received specific attention in the school mathematics curriculum. Problem solving became much more than solving word problems.

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Ideas About Problem Solving: A Look At Some Psychological Research

The Arithmetic Teacher ◽

10.5951/at.25.2.0012 ◽

1977 ◽

Vol 25 (2) ◽

pp. 12-14

Author(s):

Frank K. Lester

Keyword(s):

Elementary School ◽

Problem Solving ◽

Mathematics Curriculum ◽

Psychological Research ◽

School Mathematics ◽

Elementary School Mathematics ◽

School Mathematics Curriculum

Those of us who have studied or taught mathematics at any level know that problem solving is at the heart of doing mathematics. In fact, many teachers and mathematicians would agree that doing mathematics is essentially solving problems. Assuming that problem solving is what mathematics is all about, there is no need for me to make a case in support of the increased emphasis that is being placed on problem solving in the elementary school mathematics curriculum.

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Peningkatan Kemampuan Komunikasi Matematis Model Ideal Problem Solving dalam Aspek Grammatical dan Sosiolinguistik

Jurnal Didaktik Matematika ◽

10.24815/jdm.v4i2.8461 ◽

2017 ◽

Vol 4 (2) ◽

pp. 107-114

Author(s):

Akhmad Nayazik ◽

Arie Wahyuni

Keyword(s):

High School ◽

Problem Solving ◽

Mathematics Curriculum ◽

School Mathematics ◽

High School Mathematics ◽

Mathematical Communication ◽

Grammatical Aspect ◽

Communication Ability ◽

The Subject ◽

School Mathematics Curriculum

The importance of learning mathematics can not be separated from its role in all aspects of everyday life. Communicating ideas using language and mathematical notation is even more practical, systematic, and efficient. Recognizing the importance of mathematical communication skills then as a prospective educator should seek learning that can provide opportunities and encourage students to trained the ability of mathematical communication. Indicator of mathematical communication ability in this research include grammatical ability (K1) and sociolinguistic ability (K2). The subject of high school mathematics curriculum is a compulsory course that must be taken, because it will be discussed about the subject matter of school math and various models. One of the learning model that meets the indicator of mathematical communication ability is IDEAL Problem Solving model.This study aims to improve the ability of mathematical communication in grammatical and sociolinguistic aspects. The type of research used is classroom action research based on Stephen Kemmi and Robin Mc Taggart models. From the result of the research, it is found that the application of IDEAL Problem Solving model of high school mathematics curriculum can improve mathematical communication ability in grammatical (K1) and sociolinguistic (K2) aspect. The percentage of grammatical aspect (K1) increased from 78% to 89% and sociolinguistic aspects (K2) increased from 81% to 89%.

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