INVESTIGATION OF SECONDARY EDUCATION MATHEMATICS CURRICULUM IN THE CONTEXT OF 21ST CENTURY SKILLS

2021 ◽  
Vol 6 (16) ◽  
pp. 113-134
Author(s):  
Sare ŞENGÜL ◽  
Ezgi MANCOĞLU KAPLAN ◽  
Yavuz ATABAY ◽  
Nuran TUTKUN ◽  
Birgül YILDIZ
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
21St Century ◽  
21St Century Skills ◽  
Document Analysis ◽  
School Mathematics ◽  
Survey Study ◽  
Analysis Method ◽  
Secondary School Mathematics ◽  
Teaching Programs

With the transition to the digital age, changes have emerged in the skills expected from the individuals of the 21st century, and accordingly, the preparation of curricula to develop these skills has become the main goal of all countries in the world. In our country, studies have been carried out to develop curricula in this direction, and with this research, it is aimed to examine the secondary education mathematics (2010, 2011, 2013 and 2017) and geometry (2011) teaching programs in the context of 21st century skills. The research is a survey study aimed at examining the secondary school mathematics and geometry course curriculum in terms of 21st century skills. As the data source of the research, secondary school mathematics course and secondary school geometry course curricula shared on the official website of the Ministry of National Education were taken. Document analysis method was used in the collection and analysis of data in the research in which these teaching programs were accepted as documents. Curriculums specified within the scope of document analysis were analyzed with descriptive analysis method based on 21st century skills within the scope of Partnership for 21st Century Learning [P21]. The skills included in the curricula were supported by direct quotations from the curricula. According to the results of this research, it has been determined that the curriculum is not qualified to cover all 21st century skills. The fact that media literacy, leadership and responsibility skills are not included in the curriculum, and that the evaluation elements of the programs are insufficient in the context of 21st century skills are among the remarkable results. The findings obtained at the end of the research were discussed with the support of the literature and suggestions were made for future research.

scholarly journals Effects of Teacher Training on Secondary Teachers’ Mathematical Content Knowledge in Dhaka, Bangladesh

2015 ◽  
Vol 2 (5) ◽  
pp. 40-55
Author(s):  
Sheikh Asadullah
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Secondary School ◽  
Training Program ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
Secondary Teacher ◽  
Secondary School Mathematics ◽  
Secondary Teacher Education

In Bangladesh, there are improvements in secondary education by quantitative indicators but the satisfactory picture is remained far from the quality. The gross deficiency in teaching includes one of the main reasons for poor quality of secondary education. There are higher failure rates in Mathematics subject in Secondary School Certificate examination in the last consecutive years. An extensive review of research has shown that teachers account to a large extent for student learning and achievement gains. For secondary teacher education in Bangladesh, there is a one-year long training program named as Bachelor of Education (B.Ed.). Therefore, the study sought to find out the effectiveness of B.Ed. training program on mathematics teachers’ content knowledge as a mean of improving secondary school mathematics in Bangladesh. The study was conducted among 38 mathematics teachers (trained and untrained) selected from 16 secondary schools of Dhaka city using survey method. Teacher’s content knowledge was measured through an assessment test and classroom teaching observation. The study found that though the B.Ed. trained mathematics teachers (96.3%) possess better content knowledge than their counterpart (91.7%) but no relationship between teachers’ personal characteristics and their content knowledge in mathematics. This is the first study to investigate the effectiveness of secondary teacher education program within Bangladesh. It contributes important insights about secondary teacher education that can be used to inform the professional development of the secondary school mathematics teachers in Bangladesh.

scholarly journals Investigation of the Elements of the History of Mathematics in Secondary School Mathematics Coursebooks

2021 ◽  
Vol 12 (1) ◽  
pp. 320-348
Author(s):  
Satı Ceylan
Keyword(s):  
Secondary School ◽  
Extracurricular Activities ◽  
History Of Mathematics ◽  
School Mathematics ◽  
Fifth Grade ◽  
Analysis Method ◽  
Secondary School Mathematics ◽  
National Education ◽  
Mathematics History ◽  
History Of

This study investigates the use of the history of mathematics in secondary school mathematics coursebooks designed according to the new curriculum prepared in 2018 and to make alternative suggestions in which mathematics history can be used. For this purpose, four mathematics coursebooks, which were decided to be taught in schools affiliated to the Turkish Ministry of National Education for four years as of 2018, were analyzed by document analysis method, and this research attempted to determine to what extent the history of mathematics was used in these coursebooks. While making this analysis and analyzing the data, the categories proposed by Erdoğan et al. (2015) were used, including “historical notes,” “notes on usage areas of mathematics,” “applications with historical notes,” and “historical elements in students‟ extracurricular activities.” As a result of the study, it was found out that the 27 elements of the history of mathematics used in the coursebooks were mostly included at the fifth grade, in thelead-in stage, in the area of learning numbers and operations, in the form of small historical snippets about the historical development of situations other than mathematics. In light of these findings, it can be suggested that the history of mathematics is not used sufficiently in secondary school mathematics coursebooks.

A Study of Procedures used in the Determination of Objectives in the Teaching of Mathematics

1929 ◽  
Vol 22 (3) ◽  
pp. 156-165
Author(s):  
J. S. Georges
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Needs ◽  
School Mathematics ◽  
Curriculum Studies ◽  
Secondary School Mathematics ◽  
Teaching Of Mathematics ◽  
Specific Unit ◽  
Specific Influence

The question of the general and specific functions of mathematics in secondary education has been a source of much discussion and dispute for many years. The curriculum studies which have been concerned chiefly with attempts to determine educational objectives have used such methods as analysis of pupil activities, analysis of social needs, opinions of competent persons and authorities in the field, and analysis of existing objectives found in educational investigations, courses of study, and textbooks. The outcome of the specific influence of these studies has been the formulation of a great number of courses of studies with lists of general course-objectives and specific unit objectives. While it is true that in many cases the teachers of mathematics, who should be the most vitally interested in the determination and evaluation of the objectives relating to their subjects have been consulted in the matter, nevertheless, in general the solution of the problem has been left to the “experts” and more “qualified” persons; the teachers have accepted the lists of objectives presented in the courses of study and have tried to attain them the best way they could. It is felt that as a point of pedagogical interest it is worth while to note the r eactions of teachers of mathematics toward the proposed lists of objectivesand the proceddures followed in their determination. This study reports the evaluation by a group of teachers of secondary school mathematics of the merits of certain procedures used in the determination of mathematical objectives.

scholarly journals Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills

2021 ◽  
Vol 11 (9) ◽  
pp. 475
Author(s):  
María Diez Ojeda ◽  
Miguel Ángel Queiruga-Dios ◽  
Noelia Velasco-Pérez ◽  
Emilia López-Iñesta ◽  
José Benito Vázquez-Dorrío
Keyword(s):  
Secondary Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Educational Practice ◽  
Pilot Test ◽  
Industrial Chemistry ◽  
Education Systems ◽  
The Real ◽  
The Subject

At a key moment when education systems are moving towards the development of 21st-century skills at school, we propose to develop them with a series of enquiry activities connected to the real world on the subject of Chemistry in Compulsory Secondary Education. The four selected topics have practical aspects, as they are related to industrial chemistry, and are proposed in educational practice using the 5E model. The results obtained in a pilot test with 22 students show that the context created facilitates the development of 21st century competences. It is understood that this novel proposal can be successfully employed in other contexts.

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