Foundational Experiences as a Design Principle for Mathematics Curriculum for Children

2019 ◽  
pp. 42-47
Author(s):  
Paul Betts
Keyword(s):  
Curriculum Design ◽  
Design Principle ◽  
Mathematics Curriculum ◽  
Success For All ◽  
Instructional Activities

Students must make sense of the mathematics they are learning, if they are to understand it. When students are encountering a mathematics topic primarily through that topic’s mathematical forms—its symbols, terminology, definitions, operations, and algorithms—the richness, potency, and completeness of their understanding will depend on their prior, pre-formal experiences with that topic. Foundational experiences activities enable students to construct images, patterns, and ideas—in a word, memories—that will enable them to see the sensibility of the topic’s mathematical forms when they learn them. We invite participants to explore some examples of instructional activities designed to provide foundational experiences for multiplication. What are the qualities that we should invest in foundational experience activities? How can such activities be positioned within curriculum design, with the goal of increasing the quality of students’ understandings of mathematics topics, in pursuit of success for all participants in school math?

Foundational Experiences as a Curriculum Design Principle for Secondary Mathematics

2019 ◽  
pp. 358-363
Author(s):  
Ralph Mason
Keyword(s):  
Curriculum Design ◽  
Design Principle ◽  
Power Laws ◽  
Secondary Mathematics ◽  
Exponential Functions ◽  
Instructional Activities

Students must make sense of the mathematics they are learning, if they are to understand it. When students are encountering a mathematics topic primarily through that topic’s mathematical forms—its symbols, terminology, definitions, operations, and algorithms—the richness, potency, and completeness of their understanding will depend on their prior, pre-formal experiences with that topic. Foundational experiences activities enable students to construct images, patterns, and ideas—in a word, memories—that will enable them to see the sensibility of the topic’s mathematical forms when they learn them. We invite participants to explore some examples of instructional activities designed to provide foundational experiences for the mathematics of powers, from power laws through geometric sequences to exponential functions. With these examples, participants will consider these questions: How can foundational experiences contribute to students’ understandings of the math behind the topic’s formal content? What are the qualities that we should invest when designing foundational experience activities?

scholarly journals CULTURAL HISTORICAL ANALYSIS OF IRANIAN SCHOOL MATHEMATICS CURRICULUM: THE ROLE OF COMPUTATIONAL THINKING

2021 ◽  
Vol 12 (3) ◽  
pp. 411-426
Author(s):  
Abolfazl Rafiepour ◽  
Danyal Farsani
Keyword(s):  
Curriculum Reform ◽  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Historical Analysis ◽  
Computational Thinking ◽  
School Mathematics ◽  
Curriculum Changes ◽  
International Comparative ◽  
And Mathematics ◽  
School Mathematics Curriculum

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is “New Math”, “International Comparative Studies”, and “Computational Thinking”. Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider “Computational Thinking” as an important component of future curriculum design.

scholarly journals A Project-Centric Curriculum Design

2011 ◽  
Vol 2 (2) ◽  
pp. 25
Author(s):  
Dennis Drinka ◽  
Minnie Yi-Miin Yen
Keyword(s):  
Student Success ◽  
Learning Community ◽  
Curriculum Design ◽  
Lessons Learned ◽  
Team Projects ◽  
Individual Project ◽  
The University ◽  
And Control ◽  
Small Team

Student success was the motivation for evolving an individual project-based course into a project-centric curriculum. A one semester project was first extended across a sequence of three interrelated courses tied together through their focus on the success of small team projects that spanned those courses. This sequence was then targeted as the core of a redesign of the entire program curriculum focused on project and student success. Currently, the department is in the process of introducing the measurement of project success as a tool for assessment and control of the departments learning objectives. An overview of the design of this curriculum, lessons learned from developing it, and benefits of this type of curriculum in quality of student learning, community engagement, and reputation of the university, will be discussed.

scholarly journals Uncovering Types of Knowledge in Concept Maps

2019 ◽  
Vol 9 (2) ◽  
pp. 131 ◽  
Author(s):  
Ian M. Kinchin ◽  
Aet Möllits ◽  
Priit Reiska
Keyword(s):  
Curriculum Design ◽  
Concept Maps ◽  
Positive Impact ◽  
Educational Levels ◽  
Types Of Knowledge ◽  
Different Types ◽  
Legitimation Code Theory ◽  
Future Learning

Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.

scholarly journals Fostering Critical Reflection in Primary Education through STEAM Approaches

2020 ◽  
Vol 10 (12) ◽  
pp. 384
Author(s):  
Marcel Bassachs ◽  
Dolors Cañabate ◽  
Lluís Nogué ◽  
Teresa Serra ◽  
Remigijus Bubnys ◽  
...  
Keyword(s):  
Primary Education ◽  
Critical Reflection ◽  
Individual Responsibility ◽  
School Students ◽  
Educational Approach ◽  
Sense Of Competence ◽  
Instructional Activities ◽  
Science Technology ◽  
Group Processing

This paper describes a quantitative study that explores teaching practices in primary education to sustain the hypothesis that students’ critical thinking may be activated through individual and group reflection. The study examines the quality of the reflections from primary school students during group processing when participating in Science, Technology, Engineering, Arts, and Math (STEAM) instructional approaches. The project’s core methodology lies in scientific (physics) and artistic (dance) instructional activities which were executed in a continuous reflective and cooperative learning environment. The educational approach was refined by analyzing the reflective discussions from focus groups where descriptive, argumentative, reflective and critical reflective knowledge about acquired knowledge, competences, beliefs, attitudes and emotions were considered. While the educational intervention proved that 1st-year (K-7) students essentially reflected at the level of description, 3rd-year (K-9) and 5th-year (K-11) students, however, attained higher levels of individual critical reflection development than initially anticipated. The STEAM approaches were found to produce significant use and understanding of both science and artistic concepts and to increase a sense of competence readiness and a perception of modes of cooperation such as individual responsibility and promotive interaction.

Teachers’ Interactions with Curriculum Materials in Mathematics Education

2019 ◽  
Vol 21 (3) ◽  
pp. 2-23
Author(s):  
Gilberto Januario ◽  
Ana Lúcia Manrique
Keyword(s):  
Mathematics Education ◽  
Curriculum Development ◽  
Curriculum Design ◽  
Mathematics Curriculum ◽  
Meta Analysis ◽  
Curriculum Materials ◽  
Research Report ◽  
Teaching Competencies ◽  
Two Agents ◽  
The Relationship

From the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics.

Houses for responsible hedonists: Troppo Architects in the North of Australia, 1980–1990

2013 ◽  
Vol 17 (3-4) ◽  
pp. 217-226
Author(s):  
Jessica Huang ◽  
Antony Radford
Keyword(s):  
Design Principle ◽  
Physical World ◽  
Environmental Responsibility ◽  
Northern Australia ◽  
Cultural Contexts ◽  
Similar Attitude ◽  
The North ◽  
Over Time ◽  
Everyday Living

Troppo Architects was established in Darwin, northern Australia, in 1981. The radical ‘Troppo Style’ of their houses designed in the 1980s blur edges between indoors and outdoors, formality and informality, and enclosure and openness. In this paper a corpus of ten of those houses is examined through the lens of philosopher Warwick Fox's concept of responsive cohesion. This is a unique quality of the relations between the internal components of a ‘thing’ and also between the ‘thing’ and its contexts. The houses are exemplary in demonstrating this quality of mutual and subtle response through the interactions between their form and local environmental and cultural contexts, including the idea of responsible hedonism as a design principle.The research utilises original documents, site visits and interviews with stakeholders, particularly the architects and the residents. The outcomes reveal interlocking links between the dwelling, the place, the values of the architects and their clients, and the global bio-physical world. They show objectives of personal enjoyment of life and environmental responsibility could co-exist in harmony. However, the research also shows how these houses change over time depending on their location and on the attitudes of their owners. They would not work elsewhere, or for clients without a similar attitude to life and the pleasures offered by everyday living close to the variety and stimuli of the outdoors.

scholarly journals Students’ View on CLIL: Perceived Benefits and Limitations

EL LE ◽  
2021 ◽  
Author(s):  
Francesca Zanoni
Keyword(s):  
Subject Matter ◽  
Curriculum Design ◽  
School System ◽  
Positive Impact ◽  
Linguistic Competence ◽  
L2 Proficiency ◽  
Italian School ◽  
The Subject ◽  
Autonomous Province

In the last few years, Content and Language Integrated Learning (CLIL) has been extensively implemented in the Italian school system and particularly in the Autonomous Province of Trento. This article aims to analyse students’ perception of the quality of their CLIL experience since they are the final recipients of CLIL. Results suggest that students acknowledge the positive impact of CLIL on their L2 proficiency (English). However, the success of CLIL seems to be strongly dependent on the CLIL teacher’s linguistic competence in the L2 and on the CLIL curriculum design, which should avoid oversimplification of the subject matter taught by means of the L2.

scholarly journals An OBE-centered Development Procedure for a B. S. Architecture Curriculum: Insights on its Application

2019 ◽  
Vol 2 (1) ◽  
pp. 1-6
Author(s):  
Emilio U. Ozaeta ◽  
◽  
Amelia C. Fajardo ◽  
Keyword(s):  
Curriculum Design ◽  
Design Procedure ◽  
The Philippines ◽  
Outcome Based Education ◽  
Development Procedure

This paper provides a report on a curriculum design procedure developed by the authors from an understanding of the prescriptions of Outcome-Based Education, particularly as discussed by William Spady (1994). The procedure was applied to the revision of an undergraduate architecture program in the Philippines. The procedure is described and insights on the OBE procedure that arose from faculty discussions during its implementation were identified. The insights centered on the quality of appropriateness of OBE to an architecture curriculum and to the curricula of arts-based disciplines in general.

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