Relevant bibliographies by topics / Mathematics curriculum reform

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematics curriculum reform'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

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Journal articles on the topic "Mathematics curriculum reform"

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Stochl, James. "Curriculum Reform in Mathematics." National Association of Early Childhood Teacher Educators Bulletin 9, no. 2 (April 1988): 8–10. http://dx.doi.org/10.1080/23752599.1988.11090023.

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Peralta, Deise Aparecida, José Augusto Pacheco, and Wagner Barbosa de Lima Palanch. "Mathematics Teachers and Curriculum: Authors or Actors?" Acta Scientiae 23, no. 8 (September 29, 2021): 68–101. http://dx.doi.org/10.17648/acta.scientiae.6416.

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Background: Among the plurality of themes addressed by curricular studies, the nature of decision-making processes involving education professionals has guided some research agendas. Delineated by one of those agendas, this text starts by asking what the participation of teachers in processes involving curriculum is. Objective: To analyse the rationality underlying the involvement of mathematics teachers in the context of curriculum reforms in Brazil and Portugal, presenting a theoretical basis inspired by Jürgen Habermas and its suitability to discuss teachers’ participation as authors or actors of curricula reforms. Design: Reconstructive analysis of rationality according to the Habermasian discursive ethics. Settings and participants: The context of a comparative study that surveys documents and interviews with two managers of a curricular reform project in Portugal and Brazil, respectively. Data collection and analysis: Analysis of the rationality that underlies the discourse present in curriculum documents of the countries involved and interviews. Results: Centralising elements of national curriculum policies do not mean by themselves the homogenisation of curricula, the rationality that underlies how projects predict the participation of teachers express an illusory discursive varnish about “teachers actively participating,” there are spaces of micropolicies with controlled margin of changes that advocate mathematics teachers as builders of policies, but the mechanisms of external regulation contradict this. Conclusions: Historically, in both countries, the educational systems, even expressing a rhetorical discourse on autonomy and flexibility, have remained hostages to the regulation of centralist global policies.
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Kenney, Margaret J. "Discrete Mathematics and Curriculum Reform." Journal of Education 178, no. 2 (April 1996): 51–58. http://dx.doi.org/10.1177/002205749617800204.

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Hirsch, Christian R., Arthur F. Coxford, James T. Fey, and Harold L. Schoen. "Teaching Sensible Mathematics in Sense-Making Ways with the CPMP." Mathematics Teacher 88, no. 8 (November 1995): 694–700. http://dx.doi.org/10.5951/mt.88.8.0694.

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Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.
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Meyer, Margaret R., Truus Dekker, and Nanda Querelle. "Innovation in Curriculum: Context in Mathematics Curricula." Mathematics Teaching in the Middle School 6, no. 9 (May 2001): 522–27. http://dx.doi.org/10.5951/mtms.6.9.0522.

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The past few years have seen the emergence of five mathematics curricula developed with support by the National Science Foundation for the middle grades: Mathematics in Context (MIC) (National Center for Research in Mathematical Sciences Education and Freudenthal Institute 2001), Math Thematics (Billstein and Williamson 1999), Connected Mathematics (CMP) (Lappan et al. 1998), MathScape, a View of the World from a Mathematical Perspective (Education Development Center 1998), and Pathways to Algebra and Geometry (Institute for Research on Learning 1997). One striking similarity that characterizes these middle school curricula, as well as their reform counterparts at the elementary and secondary school levels, is the pervasive use of context. Using a definition suggested by Borasi (1986), context is “the situation in which [a] problem is embedded” (p. 129). Context is usually supplied by the text of the problem, but it can also be contained in pictures, diagrams, or tables. A quick review of any of the curricula mentioned above shows that context is plentiful and varied. This abundance of context is in marked contrast with traditional textbooks, in which context appears only in brief introductions or end-of-section story problems.
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Handal, Boris, and Anthony Herrington. "Mathematics teachers’ beliefs and curriculum reform." Mathematics Education Research Journal 15, no. 1 (May 2003): 59–69. http://dx.doi.org/10.1007/bf03217369.

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Miller, L. Diane. "Preparing Elementary Mathematics-Science Teaching Specialists." Arithmetic Teacher 40, no. 4 (December 1992): 228–31. http://dx.doi.org/10.5951/at.40.4.0228.

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The Curriculum and Evaluation Standards for School Mathematics “expresses the consensus of professionals in the mathematical sciences for the direction of school mathematics in the next decade” (NCTM 1989, vi). It represents a response to the call for reform in the teaching and learning of mathematics. As one familiar with the preparation of elementary school teachers examines the Curriculum and Evaluation Standards, a sense of doom pervades the otherwise enthusiastic attitude toward the reform represented by the document. Many practicing and prospective teachers are not adequately prepared to meet the challenge of implementing the curriculum standards.
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Kusuma, Jaka Wijaya, Iwan Junaedi, Mulyono Mulyono, and Hamidah Hamidah. "Curriculum Reform in East Timor: Curriculum Mathematics Primary School." Eduma : Mathematics Education Learning and Teaching 10, no. 2 (December 1, 2021): 134. http://dx.doi.org/10.24235/eduma.v10i2.8783.

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Kusuma, Jaka Wijaya, Iwan Junaedi, Mulyono Mulyono, and Hamidah Hamidah. "CURRICULUM REFORM IN EAST TIMOR: CURRICULUM MATHEMATICS PRIMARY SCHOOL." National Conference on Applied Business, Education, & Technology (NCABET) 1, no. 1 (October 30, 2021): 704–12. http://dx.doi.org/10.46306/ncabet.v1i1.58.

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This study aimed to analyze the newly developed math curriculum taking into account the views of teachers and students. Curriculum analysis is realized in three dimensions; (1) Classroom management – the physical and emotional environment of the classroom, the role of teachers and students, and interactions, (2) Instructions – objectives, planning, implementation, methods and techniques, instructional media, and measurement and evaluation, and (3) Strengths (and benefits) and weaknesses (and limitations). Qualitative case study methods are utilized with literature reviews. The responses collected from the sources are the content that is analyzed, and then the code is categorized. These findings suggest that some changes have been made and reflected in the implementation of the classroom, and the student-centered approach has been incorporated into the instruction. On the other hand, some difficulties arise during implementation due to a lack of infrastructure
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Pugalee, Dalid K. "Connecting Writing to the Mathematics Curriculum." Mathematics Teacher 90, no. 4 (April 1997): 308–10. http://dx.doi.org/10.5951/mt.90.4.0308.

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Writing is an important aspect of the educational process in most disciplines. The power of writing as an instrument m the mathematics curnculum was realized during the 1980s as a part of the writing-across-the-curriculum movement. This interest in writing as an important learning tool is regaining popularity as reform efforts in mathematics education call for experiences “that encourage and enable students to value mathematics, gain confidence in their own mathematical ability, become mathematical problem solvers, communicate mathematically, and reason mathematically” (NCTM 1989, 123).
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Dissertations / Theses on the topic "Mathematics curriculum reform"

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Sugarman, Carling. "Using Topology to Explore Mathematics Education Reform." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/hmc_theses/54.

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Mathematics education is a constant topic of conversation in the United States. Many attempts have been made historically to reform teaching methods and improve student results. Particularly, past ideas have emphasized problem-solving to make math feel more applicable and enjoyable. Many have additionally tackled the widespread problem of “math anxiety” by creating lessons that are more discussion-based than drill-based to shift focus from speed and accuracy. In my project, I explored past reform goals and some added goals concerning students' perceptions of mathematics. To do so, I created and tested a pilot workshop in topology, a creative and intuitive field, for use in 4th-6th grade classrooms. Preliminary results suggest some success in altering student views on mathematics.
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Winiecke, Tyler Joseph. "Problems Faced by Reform Oriented Novice Mathematics Teachers Utilizing a Traditional Curriculum." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5608.

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Task-based instruction has been a promising method of instruction advocated by mathematics education researchers over the past twenty years. However traditional curricula constitute a majority of the curricula utilized in the United States. The purpose of this study is to identify the problems reform oriented novice teachers face when utilizing a traditional curriculum to plan task-based lessons. In order to identify these problems three novice teachers' interactions with curricula were observed and characterized using the frameworks of past researchers. Through analysis of teachers' textbook interaction practices it was found that teachers struggled to plan task-based lessons due to issues encountered finding/constructing mathematical tasks, and due to problems associated with being naturally oriented toward procedures while utilizing a traditional curriculum.
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White-Fredette, Kimberly. "What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-05232009-112403/.

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Thesis (Ph. D.)--Georgia State University, 2009.
Title from file title page. David W. Stinson, committee chair; Pier A. Junor Clarke, Jennifer Esposito, Brian A. Williams, committee members. Description based on contents viewed Nov. 12, 2009. Includes bibliographical references (p. 196-217).
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Oh, Young-youl. "Korean teachers' intentions toward reform-oriented instruction in mathematics structures underlying teacher change /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3038193.

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Taylor, P. Mark. "Collegial interactions among Missouri high school mathematics teachers : examining the context of reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013034.

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Dolma, Phuntsho. "Investigating Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95624/1/Phuntsho_Dolma_Thesis.pdf.

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This thesis investigated Bhutanese mathematics teachers' beliefs and practices in the context of curriculum reform. Data collected through survey and classroom observations of practicing teachers revealed that despite positive beliefs about principles embedded in the reformed curriculum, teachers continued to adopt traditional approaches to teaching mathematics. The study identified a number of possible reasons including limited professional development, cultural clashes and challenges in implementing an effective mathematics curriculum in English. The long term implication is that attempts to help pupils achieve levels of mathematical skills that enable them to contribute to the national philosophy of Gross National Happiness need to be grounded in effective teacher development.
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Williams, Linnae Denise. "Understanding Teachers' Change Towards a Reform-Oriented Mathematics Classroom." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2332.

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Within the current mathematics teacher population there are teachers that want to change from traditional teaching styles to become more reform-oriented (i.e. focusing on student understanding rather than procedures). Many of these teachers do not know how to begin this change. This research looks into the tools that are most valuable for teachers as they change from traditional teaching practices to include more reform-oriented teaching practices. Through this phenomenological study, six successful reform-oriented teachers were interviewed to understand what tools they found to be most valuable in their process of change. The interviews uncovered a common guiding principle that facilitates successful change towards reform teaching—focusing on the students' mathematics. This guiding principle led all the teachers to implementing task-based lessons and improving their questioning towards their students. The two tools found to be of most value, reflection and collaboration, are identified and explored. The implications of a reform curriculum are also discussed. Limitations of the study are identified and areas of future research are explored.
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Sidiropoulos, Helen. "The implementation of a mandatory mathematics curriculum in South Africa : the case of mathematical literacy." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-06032008-115730.

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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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Lamb, Janeen Therese. "Implementing mandated curriculum reform: Sources of support for teacher-meaning making." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/6580225afdc617a1186d2c7fb3dbe729d90f7a0b32402f589cf45d3dbbb1787e/2577062/64955_downloaded_stream_180.pdf.

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The impetus for this study was a pragmatic concern for the implementation of the Mathematics Year 1-10 Syllabus (Queensland Studies Authority, 2004) at Hillside Primary School (pseudonym). The researcher's involvement with this school was as the Support Teacher: Learning Difficulties 2002-2004. During this time the researcher assisted teachers by working with students who had difficulty acquiring the necessary mathematical skills which enabled them to keep pace with their peers, and actively participate in their environment. During these collaborations it became evident that the teachers had a general unease with the teaching of mathematics, and this became heightened as draft versions of the reform mathematics syllabus became available. Their concern specifically related to the introduction of a range of new content to the primary school syllabus, including a new strand, Patterns and Algebra, as well as the requirement of an investigative pedagogy. The researcher's interest in how teachers make meaning of this mandated curriculum reform was heightened by these concerns. This led the researcher to seek a more informed and sophisticated understanding of how the teachers at Hillside Primary School make sense of, and respond to, mandated curriculum reform. To this end this research study is situated within the research paradigm of constructivism, and informed by the research methodology of symbolic interactionism. This methodology requires the adoption of two distinct stages within the study: 'exploration' and 'inspection' (Blumer, 1998, p. 40). The exploration stage is a familarisation stage, which initially involved interviewing both the school's Principal and Head of Curriculum. From these interviews an instrument was developed and administered to all teachers.;Analysis of these data led to the inspection stage of the study where individual interviews were conducted with all teachers as a way to isolate significant elements within this research site. In this way, this study relied on a mixed methods approach. Analysis of these data led to a series of theoretical perspectives being proposed, which in turn led to the generation of this study's recommendations. Engagement in this two-stage inquiry process has drawn attention to the importance of collaboration between the Principal and teachers in a professional learning community as they make meaning of mandated curriculum reform
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Books on the topic "Mathematics curriculum reform"

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Curriculum reform activity, science, and mathematics. Jakarta, Indonesia: Center for Informatics, Office of Educational and Cultural Research and Development, Ministry of Education and Culture, 1991.

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Word problems: Research and curriculum reform. Mahwah, N.J: Lawrence Erlbaum Associates, 1999.

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Kyriakides, Leonidas. Students' perceptions of curriculum reform with special reference to teaching and assessment of mathematics. [s.l.]: typescript, 1992.

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Department of Education & Science. The Education Reform Act 1988: National curriculum : mathematics and science orders under section 4. London: Department of Education and Science, 1989.

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Great Britain. Department for Education. The Education Reform Act 1988: National Curriculum : Mathematics and science orders under section 4. London: DFE Publications, 1994.

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D, Anderson Ronald, University of Colorado (System). Curriculum Reform Project., and United States. Office of Educational Research and Improvement. Office of Research., eds. Issues of curriculum reform in science, mathematics, and higher order thinking across the disciplines. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Research, 1994.

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National Action Plan for Mathematics Education Reform for the Deaf Committee. Moving toward the standards: A national action plan for mathematics education reform for the deaf. Washington, D.C: Gallaudet University Pre-College Programs, 1995.

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Kyriakides, Leonidas. Primary teachers' perceptions of policy for curriculum reform in Cyprus: With special reference to mathematics. [s.l.]: typescript, 1994.

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C, Shafer Mary, ed. The impact of reform instruction on student mathematics achievement: An example of a summative evaluation of a standards-based curriculum. New York, NY: Routledge, 2008.

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Romberg, Thomas A. The impact of reform instruction on student mathematics achievement: An example of a summative evaluation of a standards-based curriculum. New York, NY: Routledge, 2008.

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Book chapters on the topic "Mathematics curriculum reform"

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Bullock, Erika C. "Mathematics Curriculum Reform as Racial Remediation." In Critical Race Theory in Mathematics Education, 75–97. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315121192-6.

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Subramaniam, K. "The Unfinished Agenda of Mathematics Curriculum Reform." In Learning without Burden, 282–304. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003046059-16.

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Wang, Lidong, Qimeng Liu, Xiaofeng Du, and Jian Liu. "Chinese Mathematics Curriculum Reform in the Twenty-First Century." In New Frontiers of Educational Research, 53–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55781-5_3.

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Cai, Jinfa. "Curriculum Reform and Mathematics Learning: Evidence from Two Longitudinal Studies." In Selected Regular Lectures from the 12th International Congress on Mathematical Education, 71–92. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_5.

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Berg, Benita, Kirsti Hemmi, and Martin Karlberg. "Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform." In Views and Beliefs in Mathematics Education, 67–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_6.

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Banerjee, Rakhi, and Padmanabhan Seshaiyer. "Challenges in School Mathematics Curriculum Reform in India: Transforming Teacher Practices Through Pedagogical Innovations." In Mathematics Education – An Asian Perspective, 227–37. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6312-2_12.

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Mesa, Vilma. "Ruminations on the Generated Curriculum and Reform in Community College Mathematics: An Essay in Honor of Jeremy Kilpatrick." In Mathematics Education Library, 95–110. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11952-6_7.

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Huang, Xingfeng, Rongjin Huang, Yan Huang, Chenqi Wu, and Cecilia Anne Wanner. "Lesson Study and Its Role in the Implementation of Curriculum Reform in China." In Theory and Practice of Lesson Study in Mathematics, 229–52. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_12.

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Ní Shúilleabháin, Aoibhinn. "Enacting Curriculum Reform Through Lesson Study in the Irish Post-primary Mathematics Classroom." In ICME-13 Monographs, 65–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75696-7_4.

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Ma, Yunpeng, and Dongchen Zhao. "Features of Exemplary Lessons Under the Curriculum Reform in China: A Case Study on Thirteen Elementary Mathematics Lessons." In Selected Regular Lectures from the 12th International Congress on Mathematical Education, 507–25. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17187-6_29.

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Conference papers on the topic "Mathematics curriculum reform"

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He, Shan, Lu Shao, and Hongxin Tan. "Exploration on the College Mathematics Foundational Curriculum Reform by Using Mathematical Software." In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.8.

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Shao, Xiufeng, Xuemei Liu, and Lingling Zhao. "Development and Reform of Android Mobile Application Development Curriculum." In 2016 International Conference on Applied Mathematics, Simulation and Modelling. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amsm-16.2016.76.

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Li, Guo-Cheng. "The Exploration of the Curriculum Reform in Kindergarten Mathematics Education." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.19.

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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.
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Ottaviani, Maria Gabriella, and Silio Rigatti Luchini. "“Data and Predictions” Emerging as One of the Basic Themes in the Mathematical Curriculum of the First Cycle School Level in Italy." In Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04501.

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In the reform of the Italian school system, a new pedagogical point of view has shifted attention away from content and skills and toward competencies. Also contributing to the proposal of a new mathematical curriculum is a new way of looking at mathematics that takes globalised societal needs into consideration. This paper describes the role of the Italian Statistical Society (SIS) in proposing knowledge and skills of the “Data and predictions” nucleus, which has emerged as one of the basic themes in the new mathematics curriculum. We present the guidelines which have been implemented to enhance the visibility of statistics and probability in the mathematical curriculum, taking into account the results of some recent research on statistics education carried out in Italy.
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Lingmin Zhang, Guoping Zheng, Zuoli Chen, and Suhong Li. "Discussions of the mathematics teaching reform in normal universities under “new curriculum standard”." In 2010 2nd International Conference on Industrial Mechatronics and Automation (ICIMA 2010). IEEE, 2010. http://dx.doi.org/10.1109/icindma.2010.5538103.

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Shihong, Xu, Lv Yi, Tang Bangquan, and Pan Reisheng. "A teacher training case in junior high schools of Guangzhou." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08605.

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Much teacher training has been carried out in China since the new curriculum reform began in 2001. By analyzing a particular case of teacher training, this paper reveals how the Chinese government has organized teacher training since 2001 and shows the merits and shortcomings of this approach. The aim of the paper is to share our experiences in mass teacher training and encourage other researchers to explore their own effective approaches.
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"Discussions on the Teaching Reform of College Mathematics Curriculum Based on the Training of Applied Talents." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.127.

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Liu, Shuang, and Peiyu Yan. "Research on the Necessity and Practical Path of Ideological and Political Reform of Higher Mathematics Curriculum." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.544.

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"Discussions on the Teaching Reform of College Mathematics Curriculum Based on the Training of Applied Talents." In 2019 International Conference on Advanced Education, Service and Management. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v3.096.

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Reports on the topic "Mathematics curriculum reform"

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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Nelson, Gena, and Allyson J. Kiss. Curriculum-Based Measures in Mathematics. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.144.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 96 studies that focused on Stages 1, 2, and/or 3 of curriculum-based measurement in mathematics (CBM-M) research. Stage 1 refers to evidence for using CBM at one point in time (i.e., static scores), such as for screening for difficulty. Stage 2 refers to evidence for using CBM repeatedly overtime, such as for progress monitoring. Stage 3 focuses on the instructional utility of CBM (i.e., instructional decisions to increase student achievement). The purpose of the systematic review was to update the Foegen et al., (2007) literature review on CBM-M. We evaluated 96 studies published since 2006 that included more than 540,000 participants. Nearly all studies (k = 83) reported results related to Stage 1, fewer studies reported results related to Stage 2 (k = 39) and Stage 3 (k = 4). The results of the systematic review report findings related to reliability, criterion validity, diagnostic accuracy, growth rates, and instructional utility of CBM-M.
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