Intended mathematics curriculum in grade 1: A comparative study
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F23%3A10456552" target="_blank" >RIV/00216208:11320/23:10456552 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=TzwEHIydF9" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=TzwEHIydF9</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.29333/ejmste/12977" target="_blank" >10.29333/ejmste/12977</a>
Alternative languages
Result language
angličtina
Original language name
Intended mathematics curriculum in grade 1: A comparative study
Original language description
Learning mathematics in grade 1 as the formal starting point for learning mathematics in many countries can significantly impact students' subsequent learnings. One of the most critical factors influencing teacher teaching and student learning is the written intended curriculum materials (official curricula). Despite the importance of this topic, there is little research on how many mathematics topics should be taught in grade 1 and to what depth students should learn these topics until the end of the first grade. In this study, we investigated and compared the grade 1 intended mathematics curriculum of Australia, Iran, Singapore, the Province of Ontario in Canada, and New York State in the USA. Indeed, we sought to examine how curriculum developers and decision-makers in education in these jurisdictions prepared the content of the first-grade mathematics in the curriculum writing materials. To do this, by examining the official curricula for grade 1 of these countries and using a procedure called general topic trace mapping, we found a list of 14 topics. The findings of the current paper showed similarities and differences in the topics intended in the mathematics curriculum of these countries. Ontario, Australia, Singapore, New York, and Iran curricula cover 13, 11, 9, 9, and 7 topics of 14 topics, respectively. We also considered five content strands and examined and compared the progress of each intended curriculum in these strands at the end of grade 1. We found that the learning progression in some content strands is different among countries. The results demonstrate the nuanced complexity of these comparisons and the importance of cross-national comparisons. We concluded this article with suggestions for curriculum developers, textbook writers, and teachers.
Czech name
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Eurasia Journal of Mathematics, Science and Technology Education
ISSN
1305-8215
e-ISSN
1305-8223
Volume of the periodical
2023
Issue of the periodical within the volume
1305-8223
Country of publishing house
TR - TURKEY
Number of pages
10
Pages from-to
1-10
UT code for WoS article
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EID of the result in the Scopus database
2-s2.0-85150284848