A Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F19%3A10403147" target="_blank" >RIV/00216208:11320/19:10403147 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=lCsQgdDdDo" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=lCsQgdDdDo</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/18047106.1291" target="_blank" >10.14712/18047106.1291</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

Popis výsledku v původním jazyce

Results from the PISAinternational surveys in 2012 and 2015 show that the performance of Czech pupils in mathematics was statistically comparable with the OECD average. However, inthelong-term comparison,theresultsappeartohavestatistically worsenedin the Czech Republic. The PISA score of other European countries with similar economies in terms of GDP and common historical-cultural development, namely Estonia, Poland, and Slovenia, was higher or even significantly higher. The search for the causes of this leads, among other things, to the study of the mathematics curricula of these states. Our paper gives a brief overview of the education systems of the selected countries, while also conducting a qualitative comparative analysis of relevant curriculum documents for lower secondary education. We place emphasis on the differences between the Czech curriculum and the curricula of the other countries. This is explored with the overall aim offormulatingeducational objectives pertainingtomathematics learning, thesubject matter and its division, and required learning outcomes. In the last chapter we present the most significant differences (the lowest numberof mathematics lessons, theabsence of general mathematical goals and competencies, the lack of emphasis on home preparation of pupils, the absence of unified testing and insufficiently detailed learning content and outcomes), which could be an inspiration for improving the Czech mathematics curriculum.

Název v anglickém jazyce

A Comparison of Lower Secondary School Education of Mathematics in the Czech Republic and Selected Countries with Respect to Curriculum Documents

Popis výsledku anglicky

Results from the PISAinternational surveys in 2012 and 2015 show that the performance of Czech pupils in mathematics was statistically comparable with the OECD average. However, inthelong-term comparison,theresultsappeartohavestatistically worsenedin the Czech Republic. The PISA score of other European countries with similar economies in terms of GDP and common historical-cultural development, namely Estonia, Poland, and Slovenia, was higher or even significantly higher. The search for the causes of this leads, among other things, to the study of the mathematics curricula of these states. Our paper gives a brief overview of the education systems of the selected countries, while also conducting a qualitative comparative analysis of relevant curriculum documents for lower secondary education. We place emphasis on the differences between the Czech curriculum and the curricula of the other countries. This is explored with the overall aim offormulatingeducational objectives pertainingtomathematics learning, thesubject matter and its division, and required learning outcomes. In the last chapter we present the most significant differences (the lowest numberof mathematics lessons, theabsence of general mathematical goals and competencies, the lack of emphasis on home preparation of pupils, the absence of unified testing and insufficiently detailed learning content and outcomes), which could be an inspiration for improving the Czech mathematics curriculum.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Scientia in educatione

ISSN

1804-7106

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

29

Strana od-do

4-32

Kód UT WoS článku

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EID výsledku v databázi Scopus

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