Intended mathematics curriculum in grade 1: A comparative study

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Intended mathematics curriculum in grade 1: A comparative study

Popis výsledku v původním jazyce

Learning mathematics in grade 1 as the formal starting point for learning mathematics in many countries can significantly impact students&apos; 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.

Název v anglickém jazyce

Intended mathematics curriculum in grade 1: A comparative study

Popis výsledku anglicky

Learning mathematics in grade 1 as the formal starting point for learning mathematics in many countries can significantly impact students&apos; 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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

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

2023

Kód důvěrnosti údajů

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

Název periodika

Eurasia Journal of Mathematics, Science and Technology Education

ISSN

1305-8215

e-ISSN

1305-8223

Svazek periodika

2023

Číslo periodika v rámci svazku

1305-8223

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

10

Strana od-do

1-10

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85150284848